本文關(guān)鍵詞：社會(huì)認(rèn)知視域下的課堂會(huì)話協(xié)商特征研究

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【摘要】：本研究在二語習(xí)得社會(huì)認(rèn)知視域下,以會(huì)話分析為工具,對(duì)中國英語學(xué)習(xí)者課堂同伴會(huì)話協(xié)商特征及其本質(zhì)進(jìn)行了探究。研究內(nèi)容主要包括：協(xié)商話步發(fā)展特征和分布特征、協(xié)商觸發(fā)源特征以及協(xié)商產(chǎn)出特征；各協(xié)商特征的歸因及各特征對(duì)語言實(shí)踐的影響；同伴協(xié)商互動(dòng)本質(zhì)及其影響因素；同伴協(xié)商互動(dòng)對(duì)語言習(xí)得的啟示。 本研究語料來自二十組英語專業(yè)學(xué)習(xí)者三學(xué)期內(nèi)所完成的九次課堂同伴討論任務(wù)的錄音錄像資料。研究焦點(diǎn)為九次互動(dòng)任務(wù)中的3396項(xiàng)會(huì)話協(xié)商話步。九次會(huì)話語料的轉(zhuǎn)寫和編碼均依據(jù)會(huì)話分析原則進(jìn)行,組間系數(shù)為0.87,最大限度地保障了語料的規(guī)范性和統(tǒng)一性。會(huì)話語料采集完結(jié)后的一次問卷調(diào)查和八例訪談結(jié)果作為討論部分的輔助語料。語料分析包含定量和定性分析。定量分析指對(duì)協(xié)商序列各部分分布特征的統(tǒng)計(jì)分析,旨在對(duì)各特征的量化分析。定性分析主要指對(duì)課堂同伴協(xié)商的詳盡會(huì)話分析,意在剖析各協(xié)商特征在語言實(shí)踐中的作用、協(xié)商互動(dòng)本質(zhì)及其影響因素。對(duì)問卷調(diào)查和個(gè)別訪談的定性分析結(jié)果主要用于對(duì)協(xié)商影響因素的剖析。 本研究的主要發(fā)現(xiàn)涉及協(xié)商話步、協(xié)商觸發(fā)源和協(xié)商產(chǎn)出特征、各特征形成原因、各特征在語言實(shí)踐的作用、同伴協(xié)商互動(dòng)本質(zhì)及其影響因素。 在協(xié)商話步發(fā)展及其分布特征方面,本研究發(fā)現(xiàn)：會(huì)話協(xié)商明顯存在于九次會(huì)話任務(wù)中,且隨著會(huì)話任務(wù)的多次開展其頻率逐漸升高,但發(fā)展頻率不等。同伴會(huì)話協(xié)商常表現(xiàn)為理解核查、證實(shí)核查、澄清請(qǐng)求以及“尋求幫助”、和“其它類協(xié)商”等五種類型。各協(xié)商啟發(fā)在各次任務(wù)中的分布頻率不同,證實(shí)核查頻率最高,澄清請(qǐng)求位居第二,“尋求幫助”第三,“其它類協(xié)商”第四,而理解核查頻率最低。就協(xié)商觸發(fā)源而言,內(nèi)容觸發(fā)源總量位居第一,詞匯觸發(fā)源位居第二,但兩者在九次任務(wù)中的分布表現(xiàn)不同。其中,在前五次會(huì)話任務(wù)中,詞匯觸發(fā)語頻率均高于內(nèi)容觸發(fā)語,但后四次任務(wù)中的內(nèi)容觸發(fā)語則高于詞匯觸發(fā)語。排在第三位的是詞法句法觸發(fā)語,第五位的是語音觸發(fā)語。而本研究中新歸類的“其它類觸發(fā)語”也明顯存在于每次互動(dòng)任務(wù)中,頻率位于第四位,高于語音觸發(fā)語。在協(xié)商產(chǎn)出方面,同伴會(huì)話協(xié)商常誘導(dǎo)修飾產(chǎn)出和非修飾產(chǎn)出兩大類。修飾產(chǎn)出頻率并非顯著高于非修飾產(chǎn)出,但隨著會(huì)話任務(wù)的逐漸展開修飾產(chǎn)出頻率逐漸上漲。從各協(xié)商啟發(fā)模式看,澄清請(qǐng)求和證實(shí)核查所誘導(dǎo)的修飾產(chǎn)出頻率顯然高出其它啟發(fā)模式。另外,本研究發(fā)現(xiàn),非修飾產(chǎn)出表現(xiàn)為重復(fù)觸發(fā)語、重復(fù)啟發(fā)、修飾失敗、轉(zhuǎn)移話題、表達(dá)困難等五種形式,具有不同表征。 本研究發(fā)現(xiàn),同伴互動(dòng)輕松、自由的本質(zhì)、二人一組互動(dòng)形式的特質(zhì)、互動(dòng)會(huì)話內(nèi)容的社會(huì)認(rèn)知屬性設(shè)計(jì)、互動(dòng)會(huì)話類型的認(rèn)知難易程度等是造成課堂同伴會(huì)話協(xié)商特征的主要原因。 就同伴會(huì)話協(xié)商對(duì)語言實(shí)踐的影響而言,本研究發(fā)現(xiàn),會(huì)話協(xié)商實(shí)踐可視為種復(fù)雜的社會(huì)認(rèn)知源泉,能刺激學(xué)習(xí)者之間以及學(xué)習(xí)者與認(rèn)知環(huán)境之間的互動(dòng)。會(huì)話協(xié)商給語言學(xué)習(xí)者提供一種共同參與、相互學(xué)習(xí)的資源和環(huán)境,不僅有助會(huì)話任務(wù)的順利完成而且通過討論、協(xié)商、爭辯有助學(xué)習(xí)者社會(huì)語言能力、社會(huì)互動(dòng)能力和社會(huì)認(rèn)知能力的共同提高。 本研究發(fā)現(xiàn),同伴會(huì)話協(xié)商不僅包含意義協(xié)商、形式協(xié)商,還蘊(yùn)含對(duì)社會(huì)關(guān)系、社會(huì)價(jià)值的協(xié)商。為了成功地完成互動(dòng)任務(wù),參與協(xié)商互動(dòng),學(xué)習(xí)者最常使用語碼轉(zhuǎn)換、借助身體語言和利用認(rèn)知工具等策略。此外,語料分析發(fā)現(xiàn)四種明顯同伴互動(dòng)形式,它們是合作模式、控制-控制模式、專家-新手模式和專家-專家模式。學(xué)習(xí)者協(xié)商互動(dòng)本質(zhì)可表現(xiàn)為共同構(gòu)建身份,共同參與思維和推理活動(dòng)以及共同創(chuàng)建互文本和社會(huì)文化聯(lián)系。 本研究還發(fā)現(xiàn),學(xué)習(xí)者之間的社會(huì)關(guān)系、相互的信任程度、語言課堂的環(huán)境因素、以及學(xué)習(xí)者個(gè)體的社會(huì)文化背景知識(shí)等都能在一定程度上影響同伴協(xié)商互動(dòng)在語言習(xí)得和認(rèn)知發(fā)展過程的功效。 本研究認(rèn)為,對(duì)同伴互動(dòng)會(huì)話協(xié)商本質(zhì)的探析有助于從微觀層面更好地探究語言學(xué)習(xí)過程本質(zhì),更好地理解語言學(xué)習(xí)過程中認(rèn)知、社會(huì)行為、認(rèn)知環(huán)境之間的辯證聯(lián)系。本研究結(jié)果對(duì)教學(xué)實(shí)踐和研究有如下啟示：重視同伴互動(dòng)課堂語言實(shí)踐本質(zhì)、提高學(xué)習(xí)者對(duì)同伴互動(dòng)有效性認(rèn)識(shí)、合理設(shè)計(jì)課堂互動(dòng)任務(wù)、加強(qiáng)互動(dòng)策略培訓(xùn)、建立合作性課堂環(huán)境、利用會(huì)話分析技巧進(jìn)行互動(dòng)探究,以及采納社會(huì)認(rèn)知視域檢測(cè)互動(dòng)參與。 最后,論文總結(jié)了本研究的主要發(fā)現(xiàn),同時(shí)指出了本研究的不足之處并對(duì)后續(xù)同伴會(huì)話協(xié)商研究提出了建議。
【關(guān)鍵詞】：課堂同伴互動(dòng) 會(huì)話協(xié)商特征 社會(huì)認(rèn)知視域 會(huì)話分析
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2014
【分類號(hào)】：H319
【目錄】：

• Abstract11-14
• 摘要14-16
• List of Tables16-17
• List of Figures17-18
• List of Pictures18-19
• List of Abbreviations19-20
• Chapter One Introduction20-32
• 1.1 Background of the Study20-23
• 1.2 Rationale for the Study23-25
• 1.3 Purpose and Method of the Study25-27
• 1.4 Significance of the Study27-28
• 1.5 Organization of the Dissertation28-32
• Chapter Two Literature Review32-59
• 2.1 Introduction32
• 2.2 Studies on Language Classroom Interaction32-37
• 2.2.1 Understanding Language Classroom Interaction33-34
• 2.2.2 Perspectives of Language Classroom Interaction34-37
• 2.3 Studies on Language Classroom Learner-learner Interaction37-41
• 2.3.1 Impacts of Learner-learner Interaction on Language Practice37-39
• 2.3.2 Patterns of Learner-learner Interaction39-41
• 2.4 Studies on Language Classroom Learner-learner Negotiation41-49
• 2.4.1 Research Characteristics of Learner-learner Negotiation42-45
• 2.4.2 New Orientations of Learner-learner Negotiation45-47
• 2.4.3 Influences of Interactive Tasks on Learner-learner Negotiation47-49
• 2.5 Studies on Learner-learner Negotiated Interaction in the Chinese EFL Context49-55
• 2.5.1 Learner-learner Interaction in the Chinese EFL Context50-53
• 2.5.2 Learner-learner Negotiation in the Chinese EFL Context53-55
• 2.6 Research Gaps and Research Questions55-57
• 2.7 Chapter Summary57-59
• Chapter Three Theoretical Considerations59-85
• 3.1 Introduction59
• 3.2 Adopting an Integrated Sociocognitive Theoretical Framework59-71
• 3.2.1 Development of Sociocognitive Perspective60-62
• 3.2.2 Basic Views and Principles of Sociocognitive Perspective62-66
• 3.2.3 Influencing Theories of Sociocognitive Perspective66-70
• 3.2.4 Sociocognitive Perspective:As the Theoretical Framework70-71
• 3.3 Redefining Negotiation from the Theoretical Framework71-76
• 3.3.1 Earlier Definitions of Negotiation71-73
• 3.3.2 Modified Definitions of Negotiation73-75
• 3.3.3 A Working Definition of Conversational Negotiations75-76
• 3.4 Constructing Conversation Analysis (CA) as the Analytical Tool76-84
• 3.4.1 Rationale for Adopting CA76-79
• 3.4.2 CA for Understanding Conversational Negotiations79-82
• 3.4.3 A Conversation Analytic Framework for Conversational Negotiations82-84
• 3.5 Chapter Summary84-85
• Chapter Four Methodology85-103
• 4.1 Introduction85
• 4.2 Research Setting85-86
• 4.3 Participants86-87
• 4.4 The Pilot Study87-88
• 4.5 Data Sources88-91
• 4.5.1 Interactive Tasks88-90
• 4.5.2 The Questionnaire Investigation90-91
• 4.5.3 The Interviews91
• 4.6 Procedures for Data Collection91-94
• 4.6.1 Completing the Interactive Tasks91-93
• 4.6.2 Administering the Questionnaire93
• 4.6.3 Conducting the Interviews93-94
• 4.7 Modes of Data Analysis94-101
• 4.7.1 Treatment of the Learner Interactive Data94-101
• 4.7.2 Analysis of the Questionnaire Responses101
• 4.7.3 Analysis of the Interviews101
• 4.8 Chapter Summary101-103
• Chapter Five Results and Discussion (Ⅰ):Developmental Features of Negotiation Moves103-145
• 5.1 Introduction103
• 5.2 Results of Developmental Features of Negotiation Moves103-113
• 5.2.1 Features of Negotiation Moves in Nine Interactive Tasks103-109
• 5.2.2 Features of Negotiation Moves in Three Terms109-113
• 5.3 Interpretations of Developmental Features of Negotiation Moves113-127
• 5.3.1 Causes of Developmental Tendency of Negotiation Moves113-117
• 5.3.2 Causes of Developmental Tendency of Various Negotiation Initiations117-127
• 5.4 Effects of Developmental Features of Negotiation on Language Practice127-143
• 5.4.1 Development of Participation Seen Longitudinally in Negotiation127-132
• 5.4.2 Development of Adaption Seen Longitudinally in Negotiation132-137
• 5.4.3 Development of Alignment Seen Longitudinally in Negotiation137-143
• 5.5 Chapter Summary143-145
• Chapter Six Results and Discussion (Ⅱ):Features of Negotiation Triggers145-172
• 6.1 Introduction145
• 6.2 Results of Features of Negotiation Triggers145-151
• 6.2.1 Distribution of Trigger Frequency in Tasks and Negotiation Moves145-147
• 6.2.2 Distribution of Different Trigger Types in Tasks and Negotiation Moves147-151
• 6.3 Interpretations of Features of Negotiation Triggers151-157
• 6.3.1 Causes of Existence of High-frequency Triggers151-154
• 6.3.2 Causes of Emergence of "Other-kind" Triggers154-157
• 6.4 Effects of Trigger Features on Language Practice157-170
• 6.4.1 Linguistic Orientation in Negotiation Triggers158-162
• 6.4.2 Sociocognitive Orientation in Negotiation Triggers162-165
• 6.4.3 Sociointeractional Orientation in Negotiation Triggers165-170
• 6.5 Chapter Summary170-172
• Chapter Seven Results and Discussion (Ⅲ):Features of Negotiation Output172-208
• 7.1 Introduction172
• 7.2 Results of Features of Negotiation Output172-180
• 7.2.1 Features of Output Frequency in Interactive Tasks172-176
• 7.2.2 Features of Output Frequency in Negotiation Moves176-180
• 7.3 Interpretations of Features of Negotiation Output180-187
• 7.3.1 Causes of Modified Output of Negotiation180-183
• 7.3.2 Causes of Non-modified Output of Negotiation183-187
• 7.4 Effects of Output Features on Language Practice187-206
• 7.4.1 Chances for Knowledge Co-construction187-194
• 7.4.2 Chances for Intercognition Alignment194-200
• 7.4.3 Chances for Sociointeraction Coordination200-206
• 7.5 Chapter Summary206-208
• Chapter Eight Towards the Nature of Learner-learner Negotiated Interaction208-236
• 8.1 Introduction208
• 8.2 Attributes of Learner-learner Negotiated Interaction208-220
• 8.2.1 Connotations of Learner-learner Negotiated Interaction209-211
• 8.2.2 Strategies of Learner-learner Negotiated Interaction211-216
• 8.2.3 Patterns of Learner-learner Negotiated Interaction216-220
• 8.3 Entailments of Learner-learner Negotiated Interaction220-226
• 8.3.1 Co-construction of Identity221-222
• 8.3.2 Co-engagement in Thinking and Reasoning222-224
• 8.3.3 Co-creation of Intertextual and Sociocultural Connections224-226
• 8.4 Influencing Factors of Learner-learner Negotiated Interaction226-232
• 8.4.1 Social Relationships among Learners226-229
• 8.4.2 Collaborative Classroom Environment229-231
• 8.4.3 Social and Cultural Knowledge231-232
• 8.5 A Sociocognitive Model of Learner-learner Negotiated Interaction232-235
• 8.6 Chapter Summary235-236
• Chapter Nine Conclusion236-249
• 9.1 Summary of the Study236-239
• 9.2 Implications for Instructional Practice and Research239-246
• 9.2.1 Highlighting the Nature of Learner Negotiated Interaction240-241
• 9.2.2 Raising Learners' Awareness of Peer Interactive Effectiveness241-242
• 9.2.3 Designing Proper Interactive Tasks242-243
• 9.2.4 Strengthening Interactive Strategy Training243-244
• 9.2.5 Using CA for Interactive Exploration244-245
• 9.2.6 Improving Cognition of Negotiated Interaction from the Sociocognitive Perspective245-246
• 9.3 Limitations of the Study246-247
• 9.4 Suggestions for Future Studies247-248
• 9.5 Concluding Remarks248-249
• References249-268
• Appendix Ⅰ Transcription Conventions268-269
• Appendix Ⅱ Interactive Tasks269-273
• Appendix Ⅲ The Questionnaire273-275
• Appendix Ⅳ Questions in interviews275-276
• Acknowledgements276-278
• Publications278-279
• 學(xué)位論文評(píng)閱及答辯情況表279

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