二语学习者以续促学的能力

doi:10.12002/j.bisu.519

摘要/Abstract

摘要：

语言是通过“续”学会的，语言学习的高效率也可以通过“续”实现。学习者如果能提高以续促学的能力，基于续论的外语教学效果就会更加明显。那么，以续促学的能力包含哪些要素?二语学习者以续促学能力的研究理据是什么?在外语教学中，应当如何培养学习者以续促学的能力?为回答这些问题，推动基于续论的外语教学理论和实践的创新，本文首次提出续能的概念，并分析其基本特征和构成要素，梳理当前以续促学能力研究的认知和实证理据，讨论续能研究的价值及续能培养的途径。

关键词: 续论; 以续促学; 续能; 互动协同; 二语习得

Abstract:

According to the xu-argument proposed by Wang (2016, 2017), languages are acquired via xu (a Chinese word with the meaning of continuation), and highly efficient language learning can be achieved through xu. We hold the view that the learning effect of xu can be promoted if language learners have fully developed competence in xu, hence the term xu-competence. What is xu-competence? Is there any evidence supporting the analysis of xu-competence? How might foreign-language teaching and research benefit from research on xu-competence? To answer these questions, an analytic model of xu-competence is proposed in the present paper with the aim of not only explaining what xu-competence is, but also of validating the power of xu-argument research. It points out that xu-competence, or competence in interaction and alignment is, in essence, a dynamically composed cluster of cognitive abilities and interactional skills. Evidence from cognitive research, educational research, and empirical xu-based research is then examined in this paper, and the value and challenges of xu-competence research are also discussed.

Keywords: xu-argument; learning via xu; xu-competence; interactional alignment

中图分类号:

H319

杨梅. 二语学习者以续促学的能力[J]. 北京第二外国语学院学报, 2024, 46(3): 45-56.

Yang Mei. Unlocking L2 Learners’ Xu-Competence[J]. Journal of Beijing International Studies University, 2024, 46(3): 45-56.

图/表 2

参考文献 42

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概况	研究方法	主要发现	续能要素
续与二语互动能力发展（Yang & Lu，2021）	二语续说、会话分析	二语续说策略技能包括补全、拓展和创造;CEC策略技能促进互解达成;CEC策略技能推动互动能力发展	听者互动、互解达成、CEC策略技能
外语写作互动的语篇协同研究（缪海燕，2017）	读后续写、互动强化	外语写作互动中存在语篇协同效应;协同强度因语境的不同而存在差异;学习者会自组织、自适应地选择不同的协同策略	策略技能、动态组合性
线索聚焦与英语冠词的二语习得（杨梅、郭绮颖，2022）	对比续写、线索聚焦输入强化	线索聚焦有效地驱动学习者关注比较资源;线索聚焦帮助学习者充分调用比较能力	比较能力、互动强度
读后续写任务在汉语二语量词学习中的效应（洪炜、石薇，2016）	对比续写、多模态输入强化	读后续写促进汉语量词的二语习得;学习者通过回读加强与原文比较：多模态输入激发创造力	比较能力、创造能力、互动技能组合
读后续写对中高级水平外语学习者写作修辞的学习效应研究（杨华，2018）	读后续写	深度阅读为创造性模仿提供储备：续写关注原作语境支架作用;学习者比较原作与续作语境，创造性模仿原作修辞	创造性模仿、比较能力

概况	研究方法	主要发现	续能要素
续与二语互动能力发展（Yang & Lu，2021）	二语续说、会话分析	二语续说策略技能包括补全、拓展和创造;CEC策略技能促进互解达成;CEC策略技能推动互动能力发展	听者互动、互解达成、CEC策略技能
外语写作互动的语篇协同研究（缪海燕，2017）	读后续写、互动强化	外语写作互动中存在语篇协同效应;协同强度因语境的不同而存在差异;学习者会自组织、自适应地选择不同的协同策略	策略技能、动态组合性
线索聚焦与英语冠词的二语习得（杨梅、郭绮颖，2022）	对比续写、线索聚焦输入强化	线索聚焦有效地驱动学习者关注比较资源;线索聚焦帮助学习者充分调用比较能力	比较能力、互动强度
读后续写任务在汉语二语量词学习中的效应（洪炜、石薇，2016）	对比续写、多模态输入强化	读后续写促进汉语量词的二语习得;学习者通过回读加强与原文比较：多模态输入激发创造力	比较能力、创造能力、互动技能组合
读后续写对中高级水平外语学习者写作修辞的学习效应研究（杨华，2018）	读后续写	深度阅读为创造性模仿提供储备：续写关注原作语境支架作用;学习者比较原作与续作语境，创造性模仿原作修辞	创造性模仿、比较能力