249 / 2021-07-02 18:02:24

合作写作中影响二语写作者交互的中介因素

同伴交互模式；任务复杂度；合作写作

目前有关合作写作的研究大多集中在写作的结果而非过程，已有研究表明（Li&Zhu，2013），同伴交互模式是影响语言学习的关键因素，但影响交互模式的中介因素仍需探讨。本实验从社会文化视角出发，基于Engeström’s（2015）的扩展活动模型，采用混合式研究方法，以26名英语专业二年级学生为研究对象，通过两次合作写作任务及录音、问卷和访谈收集数据。研究结果发现：1）同伴交互模式不是一个稳定的变量，会随着环境和时间发生改变；2）交互心态与同伴交互模式是互相影响的两个变量，交互心态一定程度上影响同伴交互模式，积极的交互心态会产生合作的交互模式，反之交互模式也会影响交互心态；3）交互心态、任务复杂度、任务表征、交互行为和同伴合作接受度都会影响同伴交互模式。研究有助于解释为什么合作表现会有所不同，并可为如何在二语课堂上设计和促进合作写作活动提供新思路。

Most of the researches on collaborative writing focus on the results rather than the process of writing. Previous studies(Li &Zhu, 2013) have shown that peer interaction pattern is the key factor affecting language learning, but the mediating factors affecting interaction pattern still need to be explored. From the perspective of social culture, this experiment is based on  Engeström's（2015）extended activity model and adopts a multi-method research. 26 sophomores of English major were selected as the research participants. Data were collected through two collaborative writing tasks, recording tapes, questionnaires and interviews. The results show that: 1) Peer interaction pattern is not a stable variable, which changes with the context and time; 2) Interaction mindset and peer interaction pattern are two variables that interact each other. Interaction mindset affects peer interaction pattern to a certain extent. Positive interaction mindset will produce collaborative interaction pattern, otherwise interaction pattern will also affect interaction mindset; 3) Interaction mindset, task complexity, task representation, interactional behavior and acceptance  of peer collaboration all affect peer interaction pattern. The study helps to explain why collaborative performance is different, and provides new ideas on how to design and promote collaborative writing activities in the second language classroom.