探讨青少年英语学习者的互动模式、LREs和写作表现

IF 5.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nuhi Bllaca, Izaskun Villarreal
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引用次数: 0

摘要

学习者结对或小组完成写作任务,参与同伴互动,作为语言相关情节(LREs)运作,这似乎有助于第二语言或外语(L2)的习得。多项研究表明,学习者在协作语言任务中形成的互动模式影响LREs的频率、性质和结果,以及书面文本的质量。然而,大多数研究结果来自于对年轻和成年英语学习者(EFL/ESL)的研究,而对青少年英语学习者(13-15岁)的研究仍然很少。鉴于第二语言教学在义务教育中的广泛存在和青少年独特的发展特征,进一步的研究是至关重要的。本研究通过考察60名青少年英语学习者(13-14岁)结对完成写作任务的互动模式、lre的数量、类型和结果,以及书面文本来解决这一差距。结果表明:青少年学习者的互动模式以协作为主,其次为专家/新手、主导/主导、主导/被动。此外,具有协作取向的配对产生并正确地解决了更多的LREs,并创建了更高质量的文本,通过全球评估标准来衡量。这些研究结果强调了在第二语言课堂中促进合作对提高同伴互动、学习效率和写作质量的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring patterns of interaction, LREs and writing performance of adolescent EFL learners
Learners completing writing tasks in pairs or small groups engage in peer interaction, operationalized as language-related episodes (LREs), which seem to facilitate second or foreign language (L2) acquisition. Multiple studies have shown that the patterns of interaction learners form during collaborative language tasks affect the frequency, nature, and outcome of LREs, as well as the quality of the written texts. However, most findings come from studies involving young and adult learners of English as a foreign or a second language (EFL/ESL), whereas research with adolescent EFL learners (aged 13–15) remains scarce. Given the widespread presence of L2 instruction in compulsory education and adolescents’ unique developmental traits, further research is crucial. This study addresses this gap by examining the patterns of interaction, the number, type, and outcome of LREs, and the written texts produced by 60 adolescent EFL learners (aged 13–14) completing a writing task in pairs. Results showed that adolescent learners formed predominantly collaborative patterns of interaction, followed by expert/novice, dominant/dominant, and dominant/passive. Additionally, the pairs with collaborative orientation produced and correctly resolved more LREs and created higher quality texts, measured through global evaluation rubrics. These findings underscore the importance of fostering collaborative pair work in L2 classrooms to enhance peer interaction, LREs, and writing quality.
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来源期刊
Language Teaching
Language Teaching Multiple-
CiteScore
7.10
自引率
2.80%
发文量
46
期刊介绍: Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.
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