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交互研究多以语误为导向,这降低了交互对二语发展的解释力。本实证研究尝试从正面证据(正确的语言输入)的视角探讨交互的促学机理,具体考察二语交互中隐性正面证据能否为中国英语学习者采用。结果显示,学习者直接采用并隐性注意到了该证据;学习者二语水平能决定其对该证据的采用与否,也能影响采用可能性的大小。该证据的特点可能赋予其特殊的促学作用,值得深入研究。
Interaction research is mostly error-oriented, which reduces the explanatory power of interaction for second language development. This empirical study tries to explore the mechanism of promoting students’ motivation through positive evidence (correct verbal input) and specifically examines whether the implicit positive evidence in L2 interaction can be adopted by Chinese EFL learners. The results show that the learner directly and implicitly noticed the evidence; learner second language level can determine its use of the evidence or not, but also affect the size of the possibility of adoption. The characteristics of the evidence may give it a special role in promoting learning, which deserves further study.