CAJ | 학술논문

本研究运用社会文化理论视角，探索中国英语学习者在二语课堂协作任务中同伴支架对语言输出的影响。在某大学英语课堂小组交际环境中，观察学生在协作完成写作任务时支架在小组互动过程中的发展特点，及其对学习者最近发展区的影响。研究发现同伴支架的有效性取决于学习者是否恰当运用主要的支架功能，指出同伴互动的缺陷在于学习者受到现有二语知识水平和课堂管理能力的限制，因此在合作话语中遇到以下困难：注意形式和澄清意义；意识到二语知识差距；监控自我或同伴的输出效果。本文最后提倡教师在二语教学小组活动中指导学生注意语言形式与意义关联，以及推动最近发展区的重要作用。
본연구운용사회문화이론시각，탐색중국영어학습자재이어과당협작임무중동반지가대어언수출적영향。재모대학영어과당소조교제배경중，관찰학생재협작완성사작임무시지가재소조호동과정중적발전특점，급기대학습자최근발전구적영향。연구발현동반지가적유효성취결우학습자시부흡당운용주요적지가공능，지출동반호동적결함재우학습자수도현유이어지식수평화과당관리능력적한제，인차재합작화어중우도이하곤난：주의형식화징청의의；의식도이어지식차거；감공자아혹동반적수출효과。본문최후제창교사재이어교학소조활동중지도학생주의어언형식여의의관련，이급추동최근발전구적중요작용。
This paper draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collaboration in which thirty Chinese undergraduate students working in groups of three engaged in a collaborative writing task in a College English course at a university in Wuhan. The study also examines how the scaffolding categories affect the learners＇ production of appropriate grammatical forms and attitudes towards interaction from a stimulated recall interview. The findings advocate the presence of teacher （or tutor） to direct learners＇ attention to important form-meaning connections in L2 pedagogical group activities due to the limitations of peer interaction.