Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together
Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together
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互动和第二语言学习：两名青少年法语沉浸式学生一起工作
DOI：
10.1111/j.1540-4781.1998.tb01209.x
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发表时间：
1998
期刊：
影响因子：
--
通讯作者：
Sharon Lapkin
中科院分区：
文献类型：
--
作者：
M. Swain;Sharon Lapkin
本文为对话既是一种交流手段又是一种认知工具的理论取向提供了支持。支持这一观点的数据来自对两名八年级法语沉浸式学生在执行拼图任务时的对话中孤立的语言相关片段的分析。在任务中，学生们想出一个故事情节并把它写出来。当他们这样做的时候，他们遇到了语言问题。为了解决这些问题，学生们使用他们的第一语言(L1)和第二语言(L2)来相互交流，并作为帮助他们学习第二语言的工具。所讨论的与语言相关的情节为语言的使用提供了证据，既是心理过程的实施，也是第二语言学习的场合。班上其他两组学生完成任务的方式的差异支持了现有的证据，即相同的任务并不能为所有学生提供类似的学习第二语言的机会。
This article provides support for a theoretical orientation toward viewing dialogue as both a means of communication and a cognitive tool. Data to support this position come from an analysis of the language-related episodes isolated in the dialogue of two grade 8 French immersion students as they carry out a jigsaw task. During the task, the students work out a story line and write it out. As they do so, they encounter linguistic problems. To solve them, the students use their first language (L1) and second language (L2) in order to communicate to each other and as tools to aid their L2 learning. The language-related episodes discussed provide evidence of language use as both an enactment of mental processes and as an occasion for L2 learning. Variation in how other pairs of students in the class perform the task supports existing evidence that the same task does not provide similar occasions for L2 learning to all student dyads.