作　　者： ;

机构地区： 广东外语外贸大学

出　　处： 《现代外语》 2012年第1期62-69,109-110,共8页

摘　　要： 交互研究多以语误为导向,这降低了交互对二语发展的解释力。本实证研究尝试从正面证据(正确的语言输入)的视角探讨交互的促学机理,具体考察二语交互中隐性正面证据能否为中国英语学习者采用。结果显示,学习者直接采用并隐性注意到了该证据;学习者二语水平能决定其对该证据的采用与否,也能影响采用可能性的大小。该证据的特点可能赋予其特殊的促学作用,值得深入研究。 Interaction research has been overwhelmingly error-oriented, which provides only a partial picture of how interaction facilitates L2 development. This study, however, aims to explore the facilitative role of interaction in L2 learning from a positive evidence perspective. It examines whether implicit positive evidence (IPE) can be used by Chinese EFL learners in L2 interaction and thus has a role to play in L2 learning. Results show that L2 learners directly use IPE and implicitly notice it in L2 interaction, and their L2 proficiency can determine its occurrence and likelihood. The special properties of IPE make it a facilitator for L2 learning in L2 interaction.

关 键 词： 交互 正面证据 注意 二语学习

领　　域： [语言文字]