偶发式形式聚焦在师—生和生—生互动中的比较研究

A comparative study of incidental focus-on-form in teacherlearner and learner-learner interactions

目前二语习得研究中的焦点问题之一是关于重意义与重形式相结合的研究。两者的结合可以在重意义的教学过程中通过偶发式形式聚焦体现出来。本文对两种互动形式（师—生和生—生）中偶发式形式聚焦的类型、反馈类型以及即时理解三个方面进行了对比研究。研究结果表明：在两种互动形式中，偶发式形式聚焦的类型存在显著性差异，在师—生互动过程中，教师发出了更多的反应式重形式，而学生引发的先占式重形式在生—生互动中要比在师—生互动中更多；在两种互动形式中，使用提供解决方法与寻求解决方法这两种反馈类型之间没有显著差异；在两种互动形式中，即时理解的形式存在着一定的差异，但是在成功理解方面，没有显著差异。本研究结果证明了偶发式形式聚焦在两种互动形式中都会经常发生，而且学生可以像教师一样用目标语言回应其他学生的错误， 并为接受目标语言创造机会，达到立即解决语言难题从而达到第二语言学习的目的。

At present， more attention is given to the studies on the integration of meaning-focused and formfocused instruction in L2 acquisition research， which can be accomplished in the process of incidental focus on forms in the meaning-focused instruction. This study examined the differences in terms of the types of incidental focus on form， the types of feedback and the types of immediate uptake in incidental focuson-form episodes between teacher-learner and learner-learner interactions. Results revealed that there is a significant difference in terms of the types of focus on form between the two types of interaction. In teacherlearner interaction， teachers initiated more reactive focus on form episodes and learners initiated quite few reactive focus on form episodes. In learner-learner interaction， learners initiated more pre-emptive ones than in teacher-learner interaction. In terms of the two types of feedback， that is， providing solutions and seeking solutions， there is no significant difference between them. In terms of the types of intermediate uptakes， there is a difference， but no significant difference in terms of successful uptake between the two types of interaction. The study found that， in two types of interactions， incidental focus-on-form episodes occur frequently， and that high frequency of immediate uptake facilitates opportunities for L2 learning. Since learners are able to work as an effective knowledge source for each other， spoken interactions are encouraged between learners in the L2 classroom.