Pushed-Output, Peer Collaboration, and L2 Chinese Learning-Product and Process

強制式輸出、學習者互助與漢語二語學習－結果與過程

袁芳遠(Fang-Yuan Yuan)

聽寫－重寫任務 ； 強勢輸出 ； 學習者互助 ； 漢語二語教學研究 ； Dictogloss ； Pushed-output ； Peer collaboration ； L2 Chinese Pedagogy

華語文教學研究

11卷3期（2014 / 09 / 01）

33 - 60

英文

這項准實証研究旨在調查漢語二語學習者在完成聽寫－重寫任務過程中使用互助式對話對語言產出質量與數量的影響。三十七位漢語二語初級學習者參加了本項研究，分為實驗組和比照組。實驗組分為二人或三人小組共同完成重寫任務，比照組則單獨完成寫作任務。數據統計顯示，兩組在詞匯層面的得分差別不具統計學意義，但實驗組在語句准確度和語句復雜度上成績高於比照組且具統計意義。此外，互助式學習似乎更有助於學習成績偏差生完成任務。實驗組對話片段還顯示，互助式學習有助於形成良性學習環境，對參加雙方均可帶來益處。

This quasi-experimental study is aimed to investigate the possible impacts of peer collaboration on the quality and quantity of learners' output in L2 Chinese. Thirty-seven L2 Chinese learners participated in the study and were divided into a comparison group and a treatment group. While the participants of the comparison group performed an output induced dictogloss task individually, their counterparts in the treatment group worked collaboratively. The statistical results showed that there were no significant differences between the two groups at the lexical level, but that the treatment group outperformed the comparison group in syntactic accuracy and syntactic complexity. The results also revealed that peer collaboration tended to be particularly beneficial to low performers at the syntactic level. A further analysis of two peer-peer interaction episodes suggested that providing students with an opportunity to produce Chinese through collaboration helped foster a less anxiety provoking learning environment and enhance learning to the benefits of both peers.

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