摘要
同伴熟悉度是影响二语学习的重要变量,但还未得到研究者应有的关注。本文考察同伴熟悉度对大学英语学习者在同伴互动中学习投入的影响。研究通过互动录音、问卷调查和访谈等方式收集数据,并对这些数据进行定量及定性分析。研究发现,同伴熟悉度对学习者投入有显著性影响,且对各维度的影响存在不一致性。研究结果鼓励教师在课堂小组活动中让学生自由选择熟悉的同伴搭档,提升学生参与活动的情感体验、促进意义协商以及加强同伴之间的互助及社会联结,同时也提醒教师要注意熟悉同伴可能带来的不利影响,揭示了同伴熟悉度对学习者投入影响的复杂性。
Although peer familiarity is an important variable in second language learning,it has not received due attention from researchers.This article discusses the effects of peer familiarity on college English learners’engagement in peer interaction.Data collected from audio-recorded pair interaction,interviews and a questionnaire were quantitatively and qualitatively analyzed.Results showed that peer familiarity had a significant impact on learner engagement,and the effects on each dimension were inconsistent.The findings indicate that teachers should encourage students choose familiar partners in classroom group activities freely so as to enhance their emotional experience of participating in activities,promote their negotiation of meaning and strengthen mutual assistance and social connection among peers.In the meantime,teachers are also reminded to pay attention to the possible adverse effects of working with familiar partners.These also reveal the complexity of the influence of peer familiarity on learner engagement.
作者
范玉梅
徐锦芬
FAN Yumei;XU Jinfen
出处
《外语与外语教学》
CSSCI
北大核心
2021年第2期82-91,149,150,共12页
Foreign Languages and Their Teaching
基金
教育部人文社会科学基金项目“大学生学术英语学习投入及其影响因素的生态模型建构研究”(项目编号:19YJA740011)的资助。
关键词
同伴熟悉度
学习者投入
同伴互动
peer familiarity
learner engagement
peer interaction
