师生协商互动与学生英语口语发展 ——对一名ELF学习者口语复杂度的纵向研究

论文摘要

协商性互动在过去二十年受到二语习得研究者们的广泛关注。心理语言学视角的互动观认为,作为师生间的话语修正的协商,能够为学习者建立有利的的心理语言条件,使其获得更多可理解输入和修正性产出,从而促进目标语习得。社会文化理论是一种较新的二语习得研究视角。它强调外部社会环境中的各个互动因素在二语习得中的重要性。在社会文化理论视角下,对协商的理解超越了原先的内涵,更注重对交际内容的协商和该过程中的中介因素与内化。此外,该理论还注重观察微观变化的研究方法。国内外对协商的研究偏重其对语言习得的即时或近期效果,而较少采用纵向研究。本研究基于更广义的协商内涵和采用社会文化理论视角,尝试对EFL课堂师生协商互动对于学习者英语口语复杂性的长远效果进行纵向式探究,并对协商互动及其即时效果进行微观过程研究。以一名大学生为个案,研究者通过口语测试、课堂录音、学习者笔记、访谈等方法收集数据,并进行定量和定性分析。研究得出以下主要结果：一、从纵向的三次口语测试结果看,在三个月的课堂学习中与教师有较频繁的协商互动之后,学习者在句法复杂性方面的发展表现为：产出语句增长,并列短语和复杂名词性结构使用增多；词汇复杂性方面的发展表现出词汇广度增加、高级词汇增多等。二、从对课堂过程的微观分析表明学习者本人与教师之间的协商性互动对于其口语输出的复杂性具有即时效果；观察他人与教师的协商性互动对口语输出复杂度也具有随后的效果。三、追溯口语复杂性的微观改变过程和发生机制,本研究发现学习者的词汇发展经历了从起初的模仿或自语到到逐步频繁自然使用的过程；句法方面以定语从句为例也经历了从起初的零使用到后来频度增加、使用变得稳定而准确的过程。在学习机制上,本研究发现学习者通过协商互动做有选择模仿和自言自语对口语复杂性的发展具有促进作用。本研究对于课堂协商互动环境下一位中国英语学习者口语输出复杂性的即时变化和长期发展进行了真实的反映,其结论是：增强L2课堂的师生协商互动对于学习者二语口语发展具有十分积极的影响。

论文目录

• 摘要
• Abstract
• List of Tables and Charts
• Abbreviations
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Significanoe of the Study
• 1.3 Overview of the Thesis
• Chapter Two Literature Review
• 2.1 Key Concepts
• 2.1.1 Negotiation
• 2.1.2 Linguistic Complexity
• 2.2 Theoretical Framework
• 2.2.1 Psycholinguistic SLA Perspective:Input,Interaction and Output
• 2.2.2 Sociocultural Perspectives on Language Acquisition
• 2.2.2.1 General Introduction of Sociocultural Theory
• 2.2.2.2 Mediation
• 2.2.2.3 The Zone of Proximal Development and Scaffolding
• 2.2.2.4 Internalization
• 2.2.2.5 Private Speech
• 2.3 Selected Review of Studies on Negotiation in SLA
• Chapter Three Research Methodology
• 3.1 Research Purpose and Research Questions
• 3.2 Nature of the Research
• 3.3 Participants and Settings
• 3.4 Data Collection
• 3.4.1 Oral English Tests
• 3.4.2 Audio-recording of Classroom Process
• 3.4.3 The Learner's Notes
• 3.4.4 Interviews
• 3.5 Data Analysis
• 3.5.1 Analyzing Linguistic Complexity of the Learner's Oral English in the Tests
• 3.5.2 Analyzing T-S Negotiated Interaction and Learner's Uptake in Class
• 3.5.3 Analyzing the Trajectory of Linguistic Complexity Growth
• 3.5.4 Trustworthiness
• Chapter Four Results and Discussions
• 4.1 Changes in Linguistic Complexity of Learner's Oral English Demonstrated in the Three Tests
• 4.1.1 Findings from Quantitative Analysis
• 4.1.1.1 Changes in Syntactic Complexity of the Learner's Oral English
• 4.1.1.2 Changes in Lexical Complexity of the Learner's Oral English
• 4.1.2 Findings from Qualitative Analysis
• 4.2 Micro-processes of T-S Negotiated Interaction and the Learner's Uptake
• 4.2.1 Uptake as Effect of Negotiation between the Learner and the Teacher
• 4.2.2 Uptake as Effect of Negotiation between Other Learners and the Teacher
• 4.3 Developmental Trajectory in linguistic Complexity of the Learner's Oral English
• 4.3.1 Step-by-step Growth in Vocabulary:The Case of "personality"
• 4.3.2 Step-by-step Growth in structure:The Case of Attributive Clauses
• Chapter Five Conclusion
• 5.1 Major Findings of the Study
• 5.2 Pedagogical Implications of the Study
• 5.3 Limitations and Suggestions
• References
• Appendix Ⅰ
• Acknowledgements