On Communication Strategies: Focus on Interaction
On Communication Strategies: Focus on Interaction
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论沟通策略：注重互动
DOI：
10.1017/s0272263100005842
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发表时间：
1986
影响因子：
4.1
通讯作者：
Rajai Khanji
中科院分区：
文献类型：
--
作者：
A. Labarca;Rajai Khanji
虽然以前的研究分析了二语学习者的交际策略(如Fairch&Kasper，1983；Tarone，1980,1977)，但本研究试图研究12名说话者和他们的采访者在录像访谈中使用的交际策略。对53名初学法语的学生进行了访谈，并对录像带中双方使用的转换句进行了分析，并对学习者的表现进行了评分(ACTFL，1982)。受试者通过总体身体反应(Asher，1977,1969)或策略互动(SI)(Di Pietro，1982,1979)进行指导。对数据进行相关分析和马诺瓦分析。两组间差异有统计学意义。一般说来，熟练程度等级越高，CS的使用就越少。教学方法似乎对所使用的CS的数量和种类以及收到的熟练程度评级有重要影响。同声传译学生和他们的面试官使用较少的CS；同声传译学习者也得到了较高的评分。它似乎促进了学生至少两种基本能力的发展，即语言能力和交互能力(Palmer，1979；Canale&Swain，1980)。维果茨基范式提出，同语学生对交际策略的使用减少表明他们对交际活动的控制程度较高(维果茨基，1962)。
Although previous work has analyzed the communication strategies (CS) of L2 learners (e.g., Faerch & Kasper, 1983; Tarone, 1980, 1977), this research is an attempt at studying CS used by both 12 speakers and their interviewers during a videotaped interview. Fifty-three beginning French learners were interviewed and the videotape was analyzed for CS used by both interactants; learners' performance was also rated (ACTFL, 1982). Subjects were instructed either by Total Physical Response (Asher, 1977, 1969) or Strategic Interaction (SI) (Di Pietro, 1982, 1979). Data were subjected to correlational and MANOVA analyses. Significant differences were detected between groups. In general, the higher the proficiency rating, the lower was the use of CS. The method of instruction appeared to have an important bearing on amount and kind of CS used and on proficiency ratings received. SI students and their interviewers used fewer CS; SI learners also received higher ratings. It appears that SI facilitated students' development of at least two underlying competencies, linguistic and interactional (Palmer, 1979; Canale & Swain, 1980). It is also posited that SI students' diminished use of CS indicates a higher degree of control over the activity, as proposed by the Vygotskian paradigm (Vygotsky, 1962).
影响因子：
6
作者：
Andrew Lian
通讯作者：
Andrew Lian