摘要
任务型教学已成为二语习得的核心议题,但是任务对学生互动能力影响的研究仍较少。本文以68名大学生为研究对象,探究任务复杂度和序列对中国学生英语交际中互动听力的影响。本研究依照资源指引和资源消耗两维度分别设计了简单和复杂任务,共计四个,并按照简单-复杂和复杂-简单两种序列进行任务编排。研究将互动听力分为简短反馈、协作贡献、合作共建。结果发现,在简单任务中,学生产出了更多的简短反馈策略,在复杂任务中则使用了更多的协作贡献策略,而合作共建策略整体使用频率低。简单-复杂序列更能促使学生在交际中使用互动听力资源。本研究揭示了任务构建和实施因素对互动听力的影响,为任务型二语习得与教学研究提供了重要启示。
Although task-based language teaching has become one of the key issues in second language acquisition, little research has investigated the impact of tasks on learners’ interactional competence. This study examines the effects of task complexity and task sequence on 68 college students’ interactive listening in English communication. In the study, two simple tasks and two complex tasks were designed according to the resource-directing and resource-dispersing dimensions. The tasks were organized into two sequences: simple-complex and complex-simple.Three types of interactive listening strategies were identified, namely reactive tokens,collaborative contributions, and collaborative completions. The results showed that the students employed more reactive tokens in the simple tasks, whereas in the complex ones, they used more collaborative contributions. Overall, collaborative completions were used infrequently. The simple-complex sequence enhanced the students’ ability to use more reactive tokens and collaborative contributions. The study revealed the impact of task construction and task implementation factors on interactive listening and provided important implications for taskbased second language acquisition and teaching research.
作者
任伟
吴依蔓
彭雨晨
REN Wei;WU Yiman;PENG Yuchen
出处
《外语与外语教学》
CSSCI
北大核心
2022年第4期99-110,149,共13页
Foreign Languages and Their Teaching
基金
国家社科基金一般项目“西部民族地区国家通用语语用能力发展研究”(项目编号:20BYY066)的阶段性研究成果。
关键词
任务型教学
任务复杂度
任务序列
互动能力
互动听力
task-based language teaching
task complexity
task sequence
interactional competence
interactive listening
