实时计算机辅助口语交互：协商互动与词汇习得
发布时间：2022-12-09 03:18
虽然学界对利用信息技术进行语言教学的研究不少,但在二语习得领域,对多模态视音频信息技术环境下网络实时协商互动及其对学生语言习得影响的探索却较为鲜见。本研究源自一项视音频信息技术支持的跨国实时网络交互教学课题,数据来自三个英语非母语国家及一个英语母语国家的合作大学。通过研究大学生间多模态跨国网络实时英语交互,本文探索在此课堂中小组成员母语异同是否影响小组协商互动,该互动是否促进学生对目标词汇的注意及习得。本研究试图在此基础上建立网络实时多模态互动协商模型,将通过学伴实时会话探索协商互动与词汇习得的关联证据,从互动视角揭示二语习得机制。本研究探索两个问题。第一,小组成员的母语异同是否影响各组网络实时协商互动过程（Negotiated Interaction）,即被试如何进行意义协商（Negotiation of Meaning）,语言相关讨论（Language Related Episode,LRE）,及对反馈作回应（Uptake）等。本文试图据此构建学习小组在该环境下的协商互动模型。第二,在多模态网络环境下,母语异同的成员在协作完成语言学习任务时,是否注意并习得目标词汇。多模态互动与词汇...
【文章页数】：338 页
【学位级别】：博士
【文章目录】：
Acknowledgements
Abstract
摘要
Abbreviations
Chapter1 Introduction
1.1 Background
1.2 Purpose
1.3 Significance
1.4 Rationale for the Study
1.5 Organization of the Dissertation
Chapter2 Theoretical Framework and Literature Review
2.1 Theoretical Framework
2.1.1 Input and Output
2.1.2 The Interaction Hypothesis
2.2 Negotiated Interaction Features
2.2.1 Negotiation of Meaning
2.2.2 Language Related Episode
2.2.3 Uptake
2.3 Interaction and Second Language Acquisition
2.4 Interaction and Lexical Acquisition
2.5 Interaction and Learners‘Linguistic Background
2.6 Interaction and Computer Mediated Communication
2.6.1 Computer Mediated Communication
2.6.2 Computer Mediated Communication Effects
2.7 Interaction and Task
2.8 Chapter Summary
Chapter3 Methodology
3.1 Research Questions and Hypothesis
3.2 Research Design
3.3 SCMC—CCDL Project
3.4 Subjects
3.5 Treatment Tasks
3.5.1 Task Design
3.5.2 Target Lexical Items
3.6 Pilot Study
3.7 Exit Questionnaire
3.8 Data Collection Procedure
3.9 Data Treatment
3.9.1 Data Transcription
3.9.2 Data Coding
3.9.3 Inter-Rater and Intra-Rater Reliability
3.9.4 Data Scoring
3.10 Chapter Summary
Chapter4 Results
4.1 Shared or Different L1 Effects on Negotiation of Meaning(across& within Group)
4.1.1 Findings about Total Negotiation of Meaning
4.1.2 Findings about Type of Negotiation of Meaning
4.1.3 Findings about Type of Negotiation of Meaning
4.1.4 Findings about Type of Negotiation of Meaning
4.1.5 Findings about Type of Negotiation of Meaning
4.2 Shared or Different L1 Effects on Language Related Episode(across& within Group)
4.3 Shared or Different L1 Effects on Uptake(across& within Group)
4.3.1 Findings about General Uptake
4.3.2 Findings about Immediate Uptake
4.3.3 Findings about Deferred Uptake
4.4 Shared or Different L1 Effects on Talk Amount
4.4.1 Findings about Total Turns and Words
4.4.2 Findings about English Turns and Words
4.4.3 Findings about L1 Turns and Words
4.4.4 Findings about L1 Turns and Words
4.5 Shared or Different L1 Effects on Lexical Development
4.6 Shared or Different L1 Effects on Computer Mediated Communication
4.7 Chapter Summary
Chapter5 Discussion
5.1 Shared or Different L1 Effects on Negotiation of Meaning
5.1.1 Shared or Different L1 Effects on “Indicator” (“3C” of Nf M)
5.1.2 From Negotiation of Meaning to Lexical Acquisition
5.1.3 “Indicator” in the SCMC Setting
5.2 Shared or Different L1 Effects on LRE
5.2.1 Shared or Different L1 Effects on―Response‖ (reactive LRE)
5.2.2 From LRE to Lexical Development: Evidence and Reasons
5.2.3 “Response” in SCMC Setting
5.3 Shared or Different L1 Effects on Uptake
5.3.1 Shared or Different L1 Effects on “Reaction to Response” (Uptake)
5.3.2 From Uptakes to Lexical Development (Evidence and Reasons)
5.3.3―Reaction to Response‖in Synchronous Online Setting
5.4 Synchronous Computer Mediated Communication and Task Effects
5.5 From Negotiated Interaction to Lexical Acquisition
5.6 Expanded Model of Negotiated Interaction in SCMC Setting
5.7 Chapter Summary
Chapter6 Conclusion
6.1 General Conclusion
6.2 Implications
6.2.1 Theoretical Implications
6.2.2 Pedagogical Implications
6.3 Limitations
6.4 Future Research
6.5 Concluding Remarks
Bibliography
Appendices
Appendix1 Consent Letter
Appendix2 Treatment Tasks(Sample)
Appendix3 Tests of Lexical Items(Productive Oral& Written Sample Tests) ……
Appendix4 Post Treatment Questionnaire
Appendix5 Post Test Lexical Evaluation Scale
Appendix6 Coding Conventions
Appendix 7 Sample Transcripts
读博士期间发表的论文
【参考文献】：
期刊论文
[1]习取与习得——中国大学生在跨文化实时计算机辅助交流中的互动习取与词汇习得实证研究[J]. 冯金金,陈永捷,李海伟,中野美知子. 中国外语. 2016(02)
[2]中国大学生在跨文化实时计算机辅助交流中的意义协商及词汇习得实证研究[J]. 冯金金,陈永捷,申瑞民,中野美知子. 外语电化教学. 2015(02)
[3]网络环境下学生语用能力培养的实证研究[J]. 刘吉林,莫爱屏. 当代外语研究. 2014(10)
[4]大学英语写作课堂中的网络支持系统——以明尼苏达大学网络教学平台为例[J]. 张荔,盛越. 当代外语研究. 2013(03)
[5]计算机中介交流在外语教学中的应用研究述评[J]. 王洁卿. 外语教学与研究. 2012(05)
[6]网络书面实时交流与口语能力培养研究[J]. 郑佩芸. 外语电化教学. 2011(05)
[7]不同英语水平对子组合的语言输出和互动模式研究——基于网络书面实时交流的实证探索[J]. 郑佩芸. 外语界. 2011(03)
[8]意义协商中的语言输出研究[J]. 汪清. 外语与外语教学. 2011(02)
[9]外语环境下任务类型、水平配对与意义协商研究[J]. 汪清,谢元花. 现代外语. 2011(01)
[10]协商互动与即时输出:课堂语言学习探微[J]. 刘学惠,钱薇薇. 外语与外语教学. 2007(11)
博士论文
[1]反馈、注意与二语发展[D]. 王宇红.上海外国语大学 2009
[2]负反馈、修正后输出、注意和感知对外语发展的影响[D]. 顾姗姗.上海交通大学 2009
[3]语言输入、交互和二语学习者[D]. 顾伟勤.上海外国语大学 2004
本文编号：3714710
【文章页数】：338 页
【学位级别】：博士
【文章目录】：
Acknowledgements
Abstract
摘要
Abbreviations
Chapter1 Introduction
1.1 Background
1.2 Purpose
1.3 Significance
1.4 Rationale for the Study
1.5 Organization of the Dissertation
Chapter2 Theoretical Framework and Literature Review
2.1 Theoretical Framework
2.1.1 Input and Output
2.1.2 The Interaction Hypothesis
2.2 Negotiated Interaction Features
2.2.1 Negotiation of Meaning
2.2.2 Language Related Episode
2.2.3 Uptake
2.3 Interaction and Second Language Acquisition
2.4 Interaction and Lexical Acquisition
2.5 Interaction and Learners‘Linguistic Background
2.6 Interaction and Computer Mediated Communication
2.6.1 Computer Mediated Communication
2.6.2 Computer Mediated Communication Effects
2.7 Interaction and Task
2.8 Chapter Summary
Chapter3 Methodology
3.1 Research Questions and Hypothesis
3.2 Research Design
3.3 SCMC—CCDL Project
3.4 Subjects
3.5 Treatment Tasks
3.5.1 Task Design
3.5.2 Target Lexical Items
3.6 Pilot Study
3.7 Exit Questionnaire
3.8 Data Collection Procedure
3.9 Data Treatment
3.9.1 Data Transcription
3.9.2 Data Coding
3.9.3 Inter-Rater and Intra-Rater Reliability
3.9.4 Data Scoring
3.10 Chapter Summary
Chapter4 Results
4.1 Shared or Different L1 Effects on Negotiation of Meaning(across& within Group)
4.1.1 Findings about Total Negotiation of Meaning
4.1.2 Findings about Type of Negotiation of Meaning
4.1.3 Findings about Type of Negotiation of Meaning
4.1.4 Findings about Type of Negotiation of Meaning
4.1.5 Findings about Type of Negotiation of Meaning
4.2 Shared or Different L1 Effects on Language Related Episode(across& within Group)
4.3 Shared or Different L1 Effects on Uptake(across& within Group)
4.3.1 Findings about General Uptake
4.3.2 Findings about Immediate Uptake
4.3.3 Findings about Deferred Uptake
4.4 Shared or Different L1 Effects on Talk Amount
4.4.1 Findings about Total Turns and Words
4.4.2 Findings about English Turns and Words
4.4.3 Findings about L1 Turns and Words
4.4.4 Findings about L1 Turns and Words
4.5 Shared or Different L1 Effects on Lexical Development
4.6 Shared or Different L1 Effects on Computer Mediated Communication
4.7 Chapter Summary
Chapter5 Discussion
5.1 Shared or Different L1 Effects on Negotiation of Meaning
5.1.1 Shared or Different L1 Effects on “Indicator” (“3C” of Nf M)
5.1.2 From Negotiation of Meaning to Lexical Acquisition
5.1.3 “Indicator” in the SCMC Setting
5.2 Shared or Different L1 Effects on LRE
5.2.1 Shared or Different L1 Effects on―Response‖ (reactive LRE)
5.2.2 From LRE to Lexical Development: Evidence and Reasons
5.2.3 “Response” in SCMC Setting
5.3 Shared or Different L1 Effects on Uptake
5.3.1 Shared or Different L1 Effects on “Reaction to Response” (Uptake)
5.3.2 From Uptakes to Lexical Development (Evidence and Reasons)
5.3.3―Reaction to Response‖in Synchronous Online Setting
5.4 Synchronous Computer Mediated Communication and Task Effects
5.5 From Negotiated Interaction to Lexical Acquisition
5.6 Expanded Model of Negotiated Interaction in SCMC Setting
5.7 Chapter Summary
Chapter6 Conclusion
6.1 General Conclusion
6.2 Implications
6.2.1 Theoretical Implications
6.2.2 Pedagogical Implications
6.3 Limitations
6.4 Future Research
6.5 Concluding Remarks
Bibliography
Appendices
Appendix1 Consent Letter
Appendix2 Treatment Tasks(Sample)
Appendix3 Tests of Lexical Items(Productive Oral& Written Sample Tests) ……
Appendix4 Post Treatment Questionnaire
Appendix5 Post Test Lexical Evaluation Scale
Appendix6 Coding Conventions
Appendix 7 Sample Transcripts
读博士期间发表的论文
【参考文献】：
期刊论文
[1]习取与习得——中国大学生在跨文化实时计算机辅助交流中的互动习取与词汇习得实证研究[J]. 冯金金,陈永捷,李海伟,中野美知子. 中国外语. 2016(02)
[2]中国大学生在跨文化实时计算机辅助交流中的意义协商及词汇习得实证研究[J]. 冯金金,陈永捷,申瑞民,中野美知子. 外语电化教学. 2015(02)
[3]网络环境下学生语用能力培养的实证研究[J]. 刘吉林,莫爱屏. 当代外语研究. 2014(10)
[4]大学英语写作课堂中的网络支持系统——以明尼苏达大学网络教学平台为例[J]. 张荔,盛越. 当代外语研究. 2013(03)
[5]计算机中介交流在外语教学中的应用研究述评[J]. 王洁卿. 外语教学与研究. 2012(05)
[6]网络书面实时交流与口语能力培养研究[J]. 郑佩芸. 外语电化教学. 2011(05)
[7]不同英语水平对子组合的语言输出和互动模式研究——基于网络书面实时交流的实证探索[J]. 郑佩芸. 外语界. 2011(03)
[8]意义协商中的语言输出研究[J]. 汪清. 外语与外语教学. 2011(02)
[9]外语环境下任务类型、水平配对与意义协商研究[J]. 汪清,谢元花. 现代外语. 2011(01)
[10]协商互动与即时输出:课堂语言学习探微[J]. 刘学惠,钱薇薇. 外语与外语教学. 2007(11)
博士论文
[1]反馈、注意与二语发展[D]. 王宇红.上海外国语大学 2009
[2]负反馈、修正后输出、注意和感知对外语发展的影响[D]. 顾姗姗.上海交通大学 2009
[3]语言输入、交互和二语学习者[D]. 顾伟勤.上海外国语大学 2004
本文编号：3714710
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