DOES PRACTICE MAKE PERFECT?: A STUDY OF INTERACTION PATTERNS AND L2 COMPETENCE1
DOES PRACTICE MAKE PERFECT?: A STUDY OF INTERACTION PATTERNS AND L2 COMPETENCE1
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熟能生巧吗？：交互模式和 L2 能力的研究1
DOI：
10.1111/j.1467-1770.1977.tb00122.x
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发表时间：
1977
影响因子：
4.4
通讯作者：
Herbert W. Seliger
中科院分区：
文献类型：
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作者：
Herbert W. Seliger
此处所报道的研究假定存在两类语言学习者，他们可以根据其练习第二语言（L2）的强度来区分。任何需要使用L2的言语互动在这里都被定义为练习。积极互动、寻找使用L2的机会并促使他人对其使用该语言的学习者被称为高输入产生者。在语言互动情境中要么避免互动要么扮演相对被动角色的学习者被称为低输入产生者。本研究的对象是参加强化课程的成人英语作为第二语言（ESL）的学生。根据对L2课堂上言语互动的定量测量，他们被归入上述两类中的一类。然后对这些对象在语言测试中的表现或成绩、课外的语言接触量以及场依存性进行比较。研究发现，虽然分班测试成绩无法预测期末考试成绩，但互动的测量指标却可以。结论是，互动类型是第二语言习得的一个决定性变量。
The study reported here postulates the existence of two types of language learners who can be characterized by the intensity with which they practice a second language (L2). Any verbal interaction requiring L2 is defined here as practice. Learners who interact intensively, who seek out opportunities to use L2 and who cause others to direct language at them are termed high input generators. Learners who either avoid interacting or play relatively passive roles in language interaction situations are termed low input generators The subjects in this study are adult ESL students in an intensive program. They were grouped into one of the two categories described above based on a quantitative measure of verbal interaction in L2 classes. The subjects were then compared for performance or achievement on language tests, the amount of language contact outside the classroom, and field sensitivity. It was found that while placement test scores could not have predicted performance on final tests, measures of interaction could. It is concluded that interaction type is a determining variable in the acquisition of L2.