作　　者： ;

机构地区： 广东外语外贸大学

出　　处： 《外语教学与研究》 2015年第5期753-762,801,共10页

摘　　要： 本文报道一项质性实证研究,采用有声思维法,深入探究读后续写促学语言的机理。受试是两位来华学习汉语的外国学生,阅读两个情节不完整的故事,接着续写,补全内容。阅读和续写的有声思维录音数据用作剖析读后续写思维过程。数据分析集中观察续写的内容和语言是否与读物协同,能否提高学习者的表达力。分析结果印证了读后续写的有效性,它之所以有效促学,因其符合语言学习规律。研究发现为进一步挖掘读后续写的促学潜力、改进其使用方法、打造高效外语教学模式提供了有益的启示。 This article reports on a qualitative study looking into the L2 learning mechanism of the continu^ation task via think-aloud.Subjects of the study were two learners of Chinese as a second language.They were required to read two incomplete stories and then complete them through writing.While performing the task,they were asked to verbalize their thoughts,which were audio^recorded as data for analyses into the thinking processes involved.Focus of the analyses was on i)whether the learners’continuations aligned with the input text in terms of contents and language use,and ii)whether the task improved L2 uses.Results confirmed the effectiveness of the continu^ation in facilitating L2 learning and use.The task is effective because it tallies with the way an L2 should be learned.The research findings throw much light on how the task can be perfected,how its uses can be improved and how an effective L2 teaching model can be developed.

关 键 词： 读后续写 有声思维 内容创造 互动协同 语言模仿

领　　域： [语言文字]