摘要
本文研究了18名英语三年级学生在CMC环境中进行交流时对交际策略的使用情况和以CMC为平台完成词汇学习任务期间的策略运用,分析了策略运用与交际任务类型之间的关系.数据表明:CMC对学生交际策略的运用具有明显的作用和影响,学生在以CMC为平台完成相应的任务时使用了一系列不同于传统教学平台上所使用的学习策略,任务类型与补偿策略的运用之间没有显著关联.本文的研究结果对于CMC环境中的语言教学的启示是在CMC环境的语言教学中应该加强策略的培训和教学,促进学生策略意识的养成.
The present study, through a within-group designed experiment, investigates the use of communicative strategies during the computer-mediated communication (CMC) and the use of learning strategies for CMC-based vocabulary learning tasks among 18 third-year English majors. The results indicated that CMC has significant influences and effects on the use of communicative strategies. A series of learning strategies different from the learning strategies in traditional learning platform were utilized by the students when they accomplish the vocabulary-learning tasks with CMA platform. No significant correlations between the type of tasks and the use of strategies were found, therefore, whether the type of tasks influences the use of learning strategies can not be inferred certainly and definitely in the present study. However, it is found that these strategies are effective to the subsequent acquisition of target lexical items embedded in the tasks. The implication of the present study to language-instruction in CMC environment is that the training of communicative strategies in CMC should be emphasized in language-teaching practices to cultivate the strategy-awareness of the students.
出处
《外语电化教学》
CSSCI
2005年第2期18-22,共5页
Technology Enhanced Foreign Language Education
关键词
CMC
交际策略
任务类型
词汇学习
CMC
Communication Strategies
Task Type
Vocabulary-Learning
