近年來,讀后續(xù)寫相關研究方興未艾,在此基礎上,王初明（2016）凝練出闡釋語言習得機制的“續(xù)”理論。該理論認為,語言學習的效果取決于理解與產(chǎn)出的緊密結合所產(chǎn)生的協(xié)同效應:學習者在豐富的語境中通過與優(yōu)質的語言輸入進行互動并及時產(chǎn)出,在此過程中協(xié)同效應的發(fā)生增大了運用所學語言的機會,從而促進語言的習得與發(fā)展�；优c協(xié)同是“續(xù)”任務促學的核心因素,“協(xié)同構成了互動的固有特征,因此有互動便有協(xié)同,從而產(chǎn)生學習效應”（Wang&Wang 2015:506）,且“互動強,則協(xié)同強”（王初明2010:297）。但是,鮮有實證研究驗證互動與協(xié)同的共生關系,對于互動強度這一概念也缺乏明確且實操性強的定義,而“續(xù)”論視角下讀后續(xù)說任務的促學效果也尚未見諸報到�；诖�,本研究依托讀后續(xù)說任務,考察互動強度對中國英語學習者口頭產(chǎn)出中協(xié)同效應的影響,具體探討讀后續(xù)說的協(xié)同效應、互動強度對協(xié)同效應強度的影響以及協(xié)同效應與學習者的二語口語產(chǎn)出表現(xiàn)的相關性。本研究采用單因素組間設計,從華南地區(qū)某重點外語院校本科二年級學生中共招募31名被試進行實驗,隨機分配在某一個實驗組。研究采取社會認知視角（Atkinson... 

【文章來源】：廣東外語外貿(mào)大學廣東省

【文章頁數(shù)】：87 頁

【學位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Research orientation
    1.2 Research rationale and significance
    1.3 Research questions
    1.4 Layout of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Alignment and Interaction
        2.2.1 The Interactive Alignment Model
        2.2.2 The extending scope of alignment
        2.2.3 A possible relationship between interaction and alignment
    2.3 Interaction intensity
    2.4 The Extension Hypothesis and the continuation tasks
        2.4.1 The learn-together-use-together (LTUT) principle
        2.4.2 The Extension Hypothesis and the reading-writing continuation task
        2.4.3 The reading-speaking continuation task
    2.5 Summary
CHAPTER THREE METHODOLOGY
    3.1 Overview
    3.2 Research questions revisited
    3.3 Participants
    3.4 Research design
    3.5 Procedure
    3.6 Materials and instruments
    3.7 Data collection and analysis
        3.7.1 Measuring alignment at various levels
        3.7.2 Measuring participants’ speaking performance
        3.7.3 Statistical methods and the inter-annotator reliability
    3.8 Summary
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Overview
    4.2 Mean length of participants’ oral production
    4.3 The alignment effect in the reading-speaking continuation task
    4.4 Alignment strength under different interaction intensity
        4.4.1 Linguistic alignment under different interaction intensity
        4.4.2 Situational alignment under different interaction intensity
    4.5 Oral performance under different interaction intensity
    4.6 Correlational effects between alignment and L2 oral performance
    4.7 Summary
CHAPTER FIVE CONCLUSION
    5.1 Overview
    5.2 Recapitulation of major findings
    5.3 Implications
    5.4 Limitations and future directions
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D
    Appendix E
    Appendix F
    Appendix G
在校期間發(fā)表論文清單


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期刊論文
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