雖然學(xué)界對利用信息技術(shù)進(jìn)行語言教學(xué)的研究不少,但在二語習(xí)得領(lǐng)域,對多模態(tài)視音頻信息技術(shù)環(huán)境下網(wǎng)絡(luò)實(shí)時(shí)協(xié)商互動(dòng)及其對學(xué)生語言習(xí)得影響的探索卻較為鮮見。本研究源自一項(xiàng)視音頻信息技術(shù)支持的跨國實(shí)時(shí)網(wǎng)絡(luò)交互教學(xué)課題,數(shù)據(jù)來自三個(gè)英語非母語國家及一個(gè)英語母語國家的合作大學(xué)。通過研究大學(xué)生間多模態(tài)跨國網(wǎng)絡(luò)實(shí)時(shí)英語交互,本文探索在此課堂中小組成員母語異同是否影響小組協(xié)商互動(dòng),該互動(dòng)是否促進(jìn)學(xué)生對目標(biāo)詞匯的注意及習(xí)得。本研究試圖在此基礎(chǔ)上建立網(wǎng)絡(luò)實(shí)時(shí)多模態(tài)互動(dòng)協(xié)商模型,將通過學(xué)伴實(shí)時(shí)會(huì)話探索協(xié)商互動(dòng)與詞匯習(xí)得的關(guān)聯(lián)證據(jù),從互動(dòng)視角揭示二語習(xí)得機(jī)制。本研究探索兩個(gè)問題。第一,小組成員的母語異同是否影響各組網(wǎng)絡(luò)實(shí)時(shí)協(xié)商互動(dòng)過程（Negotiated Interaction）,即被試如何進(jìn)行意義協(xié)商（Negotiation of Meaning）,語言相關(guān)討論（Language Related Episode,LRE）,及對反饋?zhàn)骰貞?yīng)（Uptake）等。本文試圖據(jù)此構(gòu)建學(xué)習(xí)小組在該環(huán)境下的協(xié)商互動(dòng)模型。第二,在多模態(tài)網(wǎng)絡(luò)環(huán)境下,母語異同的成員在協(xié)作完成語言學(xué)習(xí)任務(wù)時(shí),是否注意并習(xí)得目標(biāo)詞匯。多模態(tài)互動(dòng)與詞匯... 

【文章頁數(shù)】：338 頁

【學(xué)位級別】：博士

【文章目錄】：
Acknowledgements
Abstract
摘要
Abbreviations
Chapter1 Introduction
    1.1 Background
    1.2 Purpose
    1.3 Significance
    1.4 Rationale for the Study
    1.5 Organization of the Dissertation
Chapter2 Theoretical Framework and Literature Review
    2.1 Theoretical Framework
        2.1.1 Input and Output
        2.1.2 The Interaction Hypothesis
    2.2 Negotiated Interaction Features
        2.2.1 Negotiation of Meaning
        2.2.2 Language Related Episode
        2.2.3 Uptake
    2.3 Interaction and Second Language Acquisition
    2.4 Interaction and Lexical Acquisition
    2.5 Interaction and Learners‘Linguistic Background
    2.6 Interaction and Computer Mediated Communication
        2.6.1 Computer Mediated Communication
        2.6.2 Computer Mediated Communication Effects
    2.7 Interaction and Task
    2.8 Chapter Summary
Chapter3 Methodology
    3.1 Research Questions and Hypothesis
    3.2 Research Design
    3.3 SCMC—CCDL Project
    3.4 Subjects
    3.5 Treatment Tasks
        3.5.1 Task Design
        3.5.2 Target Lexical Items
    3.6 Pilot Study
    3.7 Exit Questionnaire
    3.8 Data Collection Procedure
    3.9 Data Treatment
        3.9.1 Data Transcription
        3.9.2 Data Coding
        3.9.3 Inter-Rater and Intra-Rater Reliability
        3.9.4 Data Scoring
    3.10 Chapter Summary
Chapter4 Results
    4.1 Shared or Different L1 Effects on Negotiation of Meaning(across& within Group)
        4.1.1 Findings about Total Negotiation of Meaning
        4.1.2 Findings about Type of Negotiation of Meaning
        4.1.3 Findings about Type of Negotiation of Meaning
        4.1.4 Findings about Type of Negotiation of Meaning
        4.1.5 Findings about Type of Negotiation of Meaning
    4.2 Shared or Different L1 Effects on Language Related Episode(across& within Group)
    4.3 Shared or Different L1 Effects on Uptake(across& within Group)
        4.3.1 Findings about General Uptake
        4.3.2 Findings about Immediate Uptake
        4.3.3 Findings about Deferred Uptake
    4.4 Shared or Different L1 Effects on Talk Amount
        4.4.1 Findings about Total Turns and Words
        4.4.2 Findings about English Turns and Words
        4.4.3 Findings about L1 Turns and Words
        4.4.4 Findings about L1 Turns and Words
    4.5 Shared or Different L1 Effects on Lexical Development
    4.6 Shared or Different L1 Effects on Computer Mediated Communication
    4.7 Chapter Summary
Chapter5 Discussion
    5.1 Shared or Different L1 Effects on Negotiation of Meaning
        5.1.1 Shared or Different L1 Effects on “Indicator” (“3C” of Nf M)
        5.1.2 From Negotiation of Meaning to Lexical Acquisition
        5.1.3 “Indicator” in the SCMC Setting
    5.2 Shared or Different L1 Effects on LRE
        5.2.1 Shared or Different L1 Effects on―Response‖ (reactive LRE)
        5.2.2 From LRE to Lexical Development: Evidence and Reasons
        5.2.3 “Response” in SCMC Setting
    5.3 Shared or Different L1 Effects on Uptake
        5.3.1 Shared or Different L1 Effects on “Reaction to Response” (Uptake)
        5.3.2 From Uptakes to Lexical Development (Evidence and Reasons)
        5.3.3―Reaction to Response‖in Synchronous Online Setting
    5.4 Synchronous Computer Mediated Communication and Task Effects
    5.5 From Negotiated Interaction to Lexical Acquisition
    5.6 Expanded Model of Negotiated Interaction in SCMC Setting
    5.7 Chapter Summary
Chapter6 Conclusion
    6.1 General Conclusion
    6.2 Implications
        6.2.1 Theoretical Implications
        6.2.2 Pedagogical Implications
    6.3 Limitations
    6.4 Future Research
    6.5 Concluding Remarks
Bibliography
Appendices
    Appendix1 Consent Letter
    Appendix2 Treatment Tasks(Sample)
    Appendix3 Tests of Lexical Items(Productive Oral& Written Sample Tests) ……
    Appendix4 Post Treatment Questionnaire
    Appendix5 Post Test Lexical Evaluation Scale
    Appendix6 Coding Conventions
    Appendix 7 Sample Transcripts
讀博士期間發(fā)表的論文


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期刊論文
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博士論文
[1]反饋、注意與二語發(fā)展[D]. 王宇紅.上海外國語大學(xué) 2009
[2]負(fù)反饋、修正后輸出、注意和感知對外語發(fā)展的影響[D]. 顧姍姍.上海交通大學(xué) 2009
[3]語言輸入、交互和二語學(xué)習(xí)者[D]. 顧偉勤.上海外國語大學(xué) 2004



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