Dialogues are fundamentally driven by xu(C. Wang, 2016, 2017), a Chinese word meaning continuation that captures the process in which interlocutors participate in interaction through the actions of(utterance) completi...Dialogues are fundamentally driven by xu(C. Wang, 2016, 2017), a Chinese word meaning continuation that captures the process in which interlocutors participate in interaction through the actions of(utterance) completion,(content) extension, and(topic) creation(CEC). This article reports a conversation analytic case study designed to investigate how the continuation strategies of CEC are used in real-time communication to achieve mutual understanding, and thus to construct intersubjectivity(Verhagen, 2005) and promote the development of second language(L2)interactional competence. Our data consisted of audio and video recordings of a 25-minute conversation between two L2 English speakers, one expert and one novice, and a stimulated recall interview with them. Results revealed that the expert employed CEC at the early stage of interaction to maintain successful communication, and the novice gradually aligned with the expert and used CEC to achieve mutual understanding, construct intersubjectivity, and create opportunities for interaction and learning at the late stage, displaying her development of L2 interactional competence. Our findings have useful implications for theoretical and methodological development of the xu-argument studies as well as for xu-based L2 pedagogy.展开更多
读后续写是高考英语科目所采纳的一种新题型。鉴于该任务被广泛地使用,有必要对其进行更深入、系统地研究。本文基于Web of Science、CNKI数据库中SSCI及CSSCI来源期刊的59篇关于读后续写的论文,采用范围综述的方法,从论文的理论基础、...读后续写是高考英语科目所采纳的一种新题型。鉴于该任务被广泛地使用,有必要对其进行更深入、系统地研究。本文基于Web of Science、CNKI数据库中SSCI及CSSCI来源期刊的59篇关于读后续写的论文,采用范围综述的方法,从论文的理论基础、研究内容、研究对象及研究方法等方面进行了梳理和总结,对该研究方向进行概述。研究结果发现,读后续写研究论文发表数量大体呈现增长趋势,其发展过程可大致分为萌芽期、平稳增长期和快速增长期三个阶段;论文的理论基础主要包括“续”论、互动协同模型以及情境模式;研究内容主要包括读后续写中的互动协同效应,输入、输出的文本特征,读后续写对写作能力的影响及其写作过程;研究对象多为母语是汉语、二语是英语的大学生;研究多采用量化方法和混合性方法,质性研究数量较少。基于以上研究发现,本文对读后续写任务在新高考背景下的研究方向提出建议。展开更多
Based on the xu-argument, this study investigated the use of translation continuation tasks in commercial translation instruction. Forty-four second-year Business English majors at a Chinese university participated in...Based on the xu-argument, this study investigated the use of translation continuation tasks in commercial translation instruction. Forty-four second-year Business English majors at a Chinese university participated in the study. They were divided into equal-sized control and experimental groups. Members of the experimental group were asked to read Chinese-English parallel texts from a user manual, while those of the control group were asked to read the Chinese text only.Subsequently, both groups were required to translate the continued Chinese text into English. The results indicated the following: 1) the experimental group’s translated text was of significantly higher quality than that of the control group;and 2) the experimental group’s translations were well-aligned with the original text in their use of terminology, sentence structure, and stylistic features. The study concludes by suggesting that translation continuation tasks can improve commercial translation instruction and hence should be further applied in practice.展开更多
文摘Dialogues are fundamentally driven by xu(C. Wang, 2016, 2017), a Chinese word meaning continuation that captures the process in which interlocutors participate in interaction through the actions of(utterance) completion,(content) extension, and(topic) creation(CEC). This article reports a conversation analytic case study designed to investigate how the continuation strategies of CEC are used in real-time communication to achieve mutual understanding, and thus to construct intersubjectivity(Verhagen, 2005) and promote the development of second language(L2)interactional competence. Our data consisted of audio and video recordings of a 25-minute conversation between two L2 English speakers, one expert and one novice, and a stimulated recall interview with them. Results revealed that the expert employed CEC at the early stage of interaction to maintain successful communication, and the novice gradually aligned with the expert and used CEC to achieve mutual understanding, construct intersubjectivity, and create opportunities for interaction and learning at the late stage, displaying her development of L2 interactional competence. Our findings have useful implications for theoretical and methodological development of the xu-argument studies as well as for xu-based L2 pedagogy.
文摘读后续写是高考英语科目所采纳的一种新题型。鉴于该任务被广泛地使用,有必要对其进行更深入、系统地研究。本文基于Web of Science、CNKI数据库中SSCI及CSSCI来源期刊的59篇关于读后续写的论文,采用范围综述的方法,从论文的理论基础、研究内容、研究对象及研究方法等方面进行了梳理和总结,对该研究方向进行概述。研究结果发现,读后续写研究论文发表数量大体呈现增长趋势,其发展过程可大致分为萌芽期、平稳增长期和快速增长期三个阶段;论文的理论基础主要包括“续”论、互动协同模型以及情境模式;研究内容主要包括读后续写中的互动协同效应,输入、输出的文本特征,读后续写对写作能力的影响及其写作过程;研究对象多为母语是汉语、二语是英语的大学生;研究多采用量化方法和混合性方法,质性研究数量较少。基于以上研究发现,本文对读后续写任务在新高考背景下的研究方向提出建议。
文摘Based on the xu-argument, this study investigated the use of translation continuation tasks in commercial translation instruction. Forty-four second-year Business English majors at a Chinese university participated in the study. They were divided into equal-sized control and experimental groups. Members of the experimental group were asked to read Chinese-English parallel texts from a user manual, while those of the control group were asked to read the Chinese text only.Subsequently, both groups were required to translate the continued Chinese text into English. The results indicated the following: 1) the experimental group’s translated text was of significantly higher quality than that of the control group;and 2) the experimental group’s translations were well-aligned with the original text in their use of terminology, sentence structure, and stylistic features. The study concludes by suggesting that translation continuation tasks can improve commercial translation instruction and hence should be further applied in practice.
