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Pragmatics 语用学

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有时我喜欢安静,有时我喜欢热闹。 有时我喜欢加入人群,有时我喜欢远离他们,独自呆着。 冬天我渴望阳光,夏天我盼望下雪。 春去秋来,不变的是我的学术信仰、志向和兴趣。一直思考着:什么是语用?为什么要研究语用?怎样研究语用?研究语用需要具备哪些素质?谁在研究语用?语用研究的走势如何?存在哪些问题?等等。 我深信“宁静”方可“致远”的道理,努力走向这种境界。 求学、求真的路上,深深领悟到过程决定结果,过程大于结果,远远大于结果。

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Conflicting Pathways to Participation in the FL Classroom: L2 Speech Production vs. L2 Thought Processes    

2016-07-08 19:05:22|  分类: 默认分类 |  标签: |举报 |字号 订阅

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Conflicting Pathways to Participation in the FL Classroom: L2 Speech Production vs. L2 Thought Processes > READ MORE Abstract Previous research on foreign language classroom participation has shown that oral production has a privileged status compared to less salient forms of participation, such as mental involvement and engagement in class activities. This mixed-methods study presents an alternative look at classroom participation by investigating the relationship between second language (L2) thoughts and L2 speech in German as a foreign language learners in a language program in the United States. At four points during an academic semester, 16 students answered an in-class survey that aimed at recording students' estimations of how much of their thoughts had been formulated in the L2 and how much of their speech had been articulated in the L2. A small subset of these students participated in individual stimulated recall interviews to gather their own reflections on their thought processes and L2 speech production. Results show that students' L2 speech production is conditioned by a complex interplay of variables, which results in a mismatch between self-reported L2 thoughts and L2 speech. Several explanations derived from interview data are offered to account for this divergence, such as motivational tendencies, misperceptions of L2 use, the production of rehearsed speech, metalinguistic thoughts in the first language, and conceptions of silence as a valid form of participation. Pedagogical implications are discussed.
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