会话交互过程中修改的输出和元语言:对交互反馈的定性观察

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI:10.14746/ssllt.31128

Laia Canals

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引用次数: 0

摘要

本研究借鉴了早期关于e-tandem虚拟交换中学习者-学习者二元互动的研究，并基于定性数据考察了意义片段的协商。这些数据来自使用视频会议工具进行口头任务时学习者与学习者之间的互动。目的是揭示在意义事件的协商过程中出现的互动模式，这些模式被认为对第二语言的发展有益，特别是那些为修改输出提供机会的模式(Gurzynski-Weiss &进行,2015;长,1996;异食癖,1994;施密特,1990)。研究结果强调了元语言信息在构建意义协商过程中的作用，并强调了电子串联交流的好处，在这种交流中，学习者根据每个语言相关情节中使用的语言，在专家和学习者的角色之间交替进行。

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Modified output and metalanguage during conversational interaction: A qualitative look at interactional feedback

The present study draws on earlier research on learner-learner dyadic interactions in an e-tandem virtual exchange and examines negotiation of meaning episodes based on the qualitative data. These data come from learner-learner interactions during oral tasks carried out using a video conferencing tool. The aim is to unveil the interactional patterns that emerge during negotiation of meaning episodes which have been deemed beneficial for L2 development, particularly those which offer opportunities for modified output to occur (Gurzynski-Weiss & Baralt, 2015; Long, 1996; Pica, 1994; Schmidt, 1990). The results highlight the role that metalinguistic information plays in scaffolding the process of negotiation of meaning and emphasize the benefits of e-tandem exchanges where learners alternate between the roles of expert and learner, depending on the language used during each language-related episode.

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.