（外国语言学及应用语言学专业论文）大学英语课堂小组互动策略培训.pdf

华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 ii 摘摘 要要 本研究以非英语专业大一学生为研究对象，通过观察他们在完成课堂小组讨论 任务时的互动模式，探讨互动策略培训对学习者课堂互动模式的影响。研究者首先 通过课堂观察和访谈对课堂小组互动的现状进行了解,论证进行小组互动策略培训的 必要性。然后对开展相同小组活动的两组相似学生进行比较。两组学生都接受了两 次录音：一次是在实验初期（前测） ，另一次是在培训结束时（后测） 。研究人员将 前后测的录音转写为文字稿后录入计算机， 并运用 spss 软件对如下变量进行了统计 分析： 1. 总参与量：由总话轮数来测量，一个话轮被定义为“说话人所作的，紧随他 人话语的任何表达”。在本研究中，虽然另一个人开始讲话，但只有当第一个说话人 停下来时，本次话轮才算结束。因此，当两人说话时间重叠时，如果第一个人在他 人插话时或插话后都一直在讲话，那么这就只能算作他的一个话轮，而插话（如试 图打断别人）也被视为一个话轮，笑声本身不算一个话轮，但如果它打断了当前说 话人的讲话，那么当讲话重新开始时就会被视为另一个独立话轮。非言语交流和感 叹词（听话人应答或顶嘴等）都不能算作一个话轮。 2. 互动参与量：由学生提出后续问题，要求和给予阐释，自我或他人修正及要 求和提供帮助的次数来计算。 3. 非互动参与量：未使用互动策略的互动参与次数. 结果表明，该项培训对鼓励学习者使用除了请求和给予帮助以外的其他各项互 动策略都有显著效果，会产生更多的总参与量和互动参与量，同时减少非互动参与 量的出现。 关键词：互动策略培训，总参与量，互动性参与量，非互动性参与量 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 i abstract the current study takes non-english majored freshmen as subjects. researchers observed the interaction patterns they used during small-group discussion tasks, aiming to find out the relationship between interaction strategy training and efl learners interaction patterns. firstly, we investigated the current situation of small-group interaction, in order to prove the necessity of interaction strategy training. then we compared two similar groups of students as they carried out the same group activities. both groups are recorded twice: once before the experiment (pretest), and the other after the experiment (posttest). after transcribing and inputting the data, researchers analyzed the following variables with software spss: 1). overall participation: measured by the number of turns taken. a turn is defined as “any speakers expression followed by another speakers expression”. in this study, when another learner begins to speak, only when the first speaker stops, this turn can be considered to come to its end. therefore, when there is an overlap between two speakers, if the first speaker continues during the interruption of the other speaker, and then after that interruption, the first speakers talk is counted as one turn, while the interruption of other speakers is also counted as a turn. besides, laughter is not counted as a turn, but if it interrupts the current speakers turn, the restarted speech is classified as another individual turn. we must note that nonverbal communication and exclamations (listener responses or lexical and non-lexical backchannels) are not considered to be turns. 2). interactive participation: defined by the number of times the students making use of asking follow-up questions, requesting and giving clarification, repair, and requesting and giving help. 3). non-interactive participation: defined by the number of participation turns, where no interaction strategies are used. the result indicates that this strategy training program is significantly successful in encouraging students to use all kinds of interaction strategies except for the strategy of requesting and giving help. the increased use of interaction strategies improves students overall participation and interactive participation, while decreasing non-interactive participation. keywords： interaction strategy training； overall participation； interactive participation； non-interactive participation 独创性声明 独创性声明 本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研 究成果。尽我所知，除文中已经标明引用的内容外，本论文不包含任何其他个人或 集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均已在 文中以明确方式标明。本人完全意识到，本声明的法律结果由本人承担。 学位论文作者签名： 日期： 年 月 日 学位论文版权使用授权书 学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：学校有权 保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。 本人授权华中科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检 索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 保密 ，在_ _年解密后适用本授权书。 不保密。 （请在以上方框内打“” ） 学位论文作者签名： 指导教师签名： 日期： 年 月 日 日期： 年 月 日 本论文属于 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 1 introduction the second language acquisition (sla) literature has greatly discussed the role of interaction among second language learners for several years (gass, 1997; pica, 1994). we can find theoretical and empirical reasons for the promotion of this type of activity within both traditional second language acquisition (sla) research (input, interaction, and output) and socio-cultural theory. for example, in kumaravadivelu (2006),generally speaking, the term interaction means “conversational exchanges which happened when interlocutors try to work out potential or actual problems of understanding, using strategies such as comprehension checks or clarification checks. this kind of exercise is also thought to enhance the learners processing capacity especially through facilitating them with conscious noticing required to convert input into intake”. there are some studies indicate that input can be made comprehensible through communicative interaction when learners are given the chance to negotiate what they hear in order to make meaning clearer. that means interaction is able to help us to understand and learn a new language. since now, the positive role of interaction in sla has reached a consensus. lots of studies have already done their best to look for the best interaction pattern. group work, as a major interaction pattern, starts to gain attention. in the latest years, the definition of group work and its significance to second language learning have already gained much attention. during this period, several studies have found that pair work and group activities provide more opportunities for learners to use the target language and would inspire learners learning autonomy and self-led learning (brown, 2001; crookes harmer, 2001; long students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals. in johnson 2) face-to-face promotive interaction: students need the chance to give explanation for what they have learned from each other; they also have to help one another understand and accomplish assignments; 3) individual accountability: every student has to claim their mastery of the assigned tasks; 4) social skills: every student have to make conversational exchange effectively, to be leader of the group activities, construct and retain trust among group members, and helpfully work out those disagreements within the group; 5) group processing: groups have to stop periodically and evaluate their working efficiency and find out the way to promote their effectiveness”. therefore, the close relationship between cooperative learning and group wok is obvious. cooperative learning theory provides a rich theoretical and practical support for 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 8 the researches on group activities. besides, there are many theoretical approaches to l2 acquisition support the use of pair work and small group activities. for instance, the output hypothesis of l2 acquisition (swain, 1995) indicates that the use of the target language is helpful in creating opportunities for learners to pay attention to inter-language and target language forms, examining their hypotheses about the target language, and reflecting on their language use, which are able to promote the acquisition of the target language. when students find their inter-language and target language forms are mismatched, they may try to apply their second language knowledge to repair their previous output, which may help them to produce more correct and/or complicated language forms(swain, 1993, 1995). the interaction hypothesis of second language acquisition (gass, 1997; long, 1996; pica, 1994)presents that interaction is able to improve second language learning by making them notice language forms in the environment of meaning, supplying students negative feedback (information about the ungrammatical mistakes in their expressions), and forcing them to output more complicated or correct target language forms. in short, there are few theoretical approaches to second language acquisition state that pair work and small group work, through different kinds of interactional features that occur when learners are involved in the negotiation of meaning, .plays effective roles in producing learning opportunities 1.3 classification of small-group interaction strategies there can be various patterns of small-group interaction strategies in the efl classroom, which reflect the different perspectives and education backgrounds. the interaction strategy patterns in this experiment will base on the previous studies, while taking the specific efl teaching and learning environment in china into consideration as well. the skills and strategies needed for effective interaction and communication among small-group members have been discussed extensively. for instance, in johnson（1986）, there are at least five ways in which you can listen and response: advising and evaluating, analyzing and interpreting, reassuring and supporting, questioning and probing, 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 9 paraphrasing and understanding. yael bejarano et al (1997) point out that the interaction strategies can be classified into two types: modified-interaction strategies and social-interaction strategies. specifically speaking, social-interaction strategies are not constrained by any language, which means that no matter what language has been used, the participants are possible to be better communicators. while using modified-interaction strategies, participants have to use the target language asking for help or offering assistances to one another. since both types of strategies are necessary for simulating natural conversations in the second or foreign language classroom, this distinction is meaningful and comprehensible. however, there are some problems existing within their classifications of the sub-types. in bejarano et al (1997) modified-interaction strategies include: checking for comprehension and clarification, appealing for assistance, giving assistance, and repairing. social-interaction strategies include: elaborating, facilitating flow of conversation, responding, seeking for information or opinion, paraphrasing. actually, paraphrasing has similar function with clarification. appealing for assistance and seeking for information is more or less the same thing. thus, it is difficult for us to distinguish them from each other. nakatani (2010) divided communication strategies into achievement and reduction strategies. achievement strategies were classified into help-seeking strategies, signals for negotiation, modified output, time-gaining strategies, response for maintenance strategies, and self-repairing strategies, while reduction strategies consisted of message abandonment strategies, first-language (l1)-based strategies, and l1-based reduction strategies. since reduction strategies did not seem to facilitate efl learners interaction, this classification method is not suitable for the present study. in consequence, considering about previous achievements and the specific situation in china, this study decides to divide interaction strategies into four types according to naughton（2006）: 1. the use of follow-up questions: its very natural to raise follow-up questions during a conversation. this strategy is an important role in promoting sustained interaction, driving discourse output, emphasizing careful listening, and building a suitable social and emotional framework for information exchanges (e.g., bejarano et al., 1997; bygate, 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 10 1987). for example, when talking about a movie, one speaker said, “the plot wasnt very original but it was quite entertaining”, his or her interlocutor might ask “who were the leading actors?” as a follow-up question. this is a main function and an essential part of oral communication, but in the second or foreign language classroom, the researches about interaction seldom take the use of follow-up questions into consideration. 2. requesting and giving clarification: usually the speakers are not understandable enough when they are speaking in efl/ esl. if listeners ask for explanation and clarification, it will facilitate the flow of conversation and help listeners learn new expressions as well. for example, if one said “i bought her some beautiful new cutlery as a wedding present”, but the interlocutor didnt know the word “cutlery”, he or she might ask “sorry, what does cutlery mean?” as a request for clarification. then the first speaker would answer “oh， for example, knives, forks, and spoons” to give clarification. therefore, this strategy has a determinative role in meaning negotiation, and it is able to inspire students to treat communication disruption (ellis, basturkmen, ellis et al., 2002) and providing social mediation for the learning process during group interaction (e.g., donato, 1994; ohta, 2000). in summary, based on previous classification of the interaction strategies and the specific conditions of china, the above mentioned four strategies in the present study have already covered all the aspects of interaction strategies. since the important role of interaction strategies in second language or foreign language acquisition has been clearly explained. in this study, we will integrate these strategies into the normal english classroom through group activities, followed by training on the four strategies. in order to test whether this training program is effective and positive for promoting the production of strategic interaction, another class without such training program will be observed as contrast. 1.4 previous research on small-group interaction currently, researches on the foreign language classroom group activities are mainly launched from two levels (significance and the role of group activities; factors that influence the efficiency of group activities). moreover, there are also some studies aiming at revealing the limitations of group interaction. in this section, we will have a general review from these three perspectives. consequently, the present researching direction will be pointed out. 1.4.1 significance and the role of group activities for a long time, second language acquisition researchers have agreed that verbal interaction in a second language or foreign language classroom is conducive to improve learners target language capabilities. whether at home or abroad, we can find a number of 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 12 theoretical and empirical proofs of an important role such interaction activities played in second language or foreign language acquisition related studies from foreign researchers show that, as opposed to teacher-led activities, pair work and group activities, provide more opportunities for learners to use the target language and would promote learners learning autonomy and self-directed learning (brown, 2001; crookes and chaudron, 2001; harmer, 2001; long and porter, 1985). related studies have been conducted for several years. such as porter (1983) took spanish adult learners as subjects and divided them into the intermediate level non-native speakers, senior non-native speakers and native speakers. the discourse generated from group discussion was studied. the results showed that comparing with the conversational participation generated with native speakers, discussion with non-native speakers produced more participation, while discussion with senior learners generated more conversational participation than discussions with intermediate speakers. however, this study found no relationship between language proficiency and the quality of conversations. this showed that second language learners are not able to provide grammatical and idiomatic input like native speakers, but they can provide each other with real communicative practice, including meaning negotiation that contributes to second language acquisition. according to brookfield and stephen (1999), small group discussion can benefit students in the following aspects: 1) discussion is helpful for students to explore different points of view; 2) discussion enhances students ability to be more conscious and tolerant for ambiguity or complexity; 3) discussion is helpful for students to realize and test their assumptions; 4) discussion helps students to increase their intellectual feasibility; 5) discussion promotes students cooperative learning; 6) discussion facilitates students autonomous learning. furthermore, compared with interacting with their peers through discussion in a whole class, interactions produced by pair work and group activities would reduce learners anxiety and help to establish confidence in their learning (brown, 2001; davis, 1997; willis, 1996). however, ellis et al (1994) studied the impact of modified interaction on the understanding and acquisition of concrete nouns. the results indicated that 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 13 although the two kinds of inputs can both be understood and learned, a modified interactive input would be more conductive in deepening learners understanding and promoting their acquisition of more new words. mc donough (2004) chose english learners in thailand as his subjects to explore teachers and students views on pairs and groups interaction, as well as finding out the relationship between the views of students and their output of the correct forms of the target language. the results implied that, the students did not necessarily believe that the classroom group or pair interactive activities can promote english learning, but their participation in these activities are indeed beneficial to outputting the correct forms of the target language. in addition, from the perspective of the social and cultural theory, the individuals develop their cognitive ability through social interaction. in language learning, learners can take advantage of some h