摘要
本文以大学英语专业学生为研究对象,旨在研究外语学习者在小组/对子合作任务中的母语使用。研究发现,在完成较高认知复杂度的任务时,学习者在外语会话中有少量母语使用,其主要目的是询问生词、解释意思和维持理解;此外还有少量的无关话语和促成任务完成的母语使用。研究证实母语使用在二语学习中具有认知、社会、情感等多重作用,但同时也指出过多的母语直接替代并不利于二语学习。
This study aims to investigate Chinese tertiary-level EFL learners’use of L1 in their collaborative interaction tasks with high task complexity in classroom.It is found that some learners use L1 in L2 oral tasks,though not very often.They mainly use L1 to search for vocabulary items,explain meaning and maintain understanding.They also use L1 to facilitate task completion.Only a few L1 uses are found in off-task talk.This study provides evidence that the use of L1 has cognitive,social and affective functions for L2 acquisition.It also points out that the overuse of straight substitution of L1 for L2 is not beneficial to L2 learning.
作者
王艳
陈春华
WANG Yan;CHEN Chun-hua
出处
《解放军外国语学院学报》
CSSCI
北大核心
2020年第6期106-114,158,共10页
Journal of PLA University of Foreign Languages
