摘要
近年来,语言使用中的协同(alignment)现象受到二语习得和心理语言学研究者们的关注。本文将互动协同理念应用到汉语二语写作教学中,通过“人际”互动与“人-物”互动两个领域的教学实验验证了:语言输入、输出的频率和选择性注意两个因素在汉语二语互动学习过程中发挥了促学作用,良好的教学互动能激发学生的内驱学习动力,有效扩大学习协同效应。
In recent years,the phenomenon of alignment in language using has attracted attention from the researchers of Chinese L2 acquisition and psycholinguistics.This paper applied the concept of interaction and alignment to the teaching of Chinese L2 writing,through the empirical researches of two fields of interpersonal interaction and interaction between learners and texts,it was verified that:The frequency of language input and output and selective attention,which played an important role in the interactive learning of Chinese L2,and good teaching interaction could stimulate students’ internal motivation and effectively expand the learning synergy.
作者
郝红艳
张欢
缪静怡
Hao Hongyan;Zhang Huan;Miao Jingyi(Insititute for International Education,Guangdong University of Foreign Studies,Guangzhou,Guangdong 510420,China;College of Chinese Language and Culture,Jinan University,Guangzhou,Guangdong 510610,China;Guangxi Sports School,Nanning,Guangxi 530012,China)
出处
《华文教学与研究》
CSSCI
2020年第3期47-54,共8页
TCSOL Studies
基金
教育部人文社会科学规划基金项目“外国留学生汉语写作‘互动协同’教学模式构建”(16YJA740011)。
关键词
汉语二语写作
互动协同
促学
Chinese L2 writing
interaction and alignment
promoting learning
