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本文统计分析了2000至2016年间刊登在国内主要外语期刊上有关二语课堂任务式互动实证研究的论文,结果发现:在国内任务式互动教学中,固定结对模式(尤其是学生自由结对的固定模式)以及合作型、专家/新手型互动模式更有利于学生二语的学习;任务类型对课堂互动有显著影响,封闭式任务引发更多的协商,轮流交换型任务产生更多的交互修正。另外发现,同伴支架对小组互动的有效开展具有积极作用;而二语水平对互动效果的影响要依情况而定,当考察学习者在互动中的语言准确度时二语水平起到显著影响,而涉及到意义协商或“形式关注”时则不然。
This paper statistically analyzes the essay on the task-based interactive empirical study of second language classroom published in major domestic foreign language journals from 2000 to 2016. The results show that in the domestic interactive teaching of tasks, the fixed-pair mode (especially the fixed pattern ), As well as cooperative, expert / novice interaction models are more conducive to students learning second language; task types have a significant impact on classroom interaction, closed-ended tasks lead to more consultations, turn-exchange tasks generate more interactive correction. In addition, it is found that peer scaffolding plays a positive role in the effective development of the group interaction. However, the effect of L2 proficiency on the interaction effect depends on the circumstances. When studying the learner’s language accuracy in interaction, L2 proficiency plays a significant role, When it comes to meaningful negotiation or “formal attention”, it is not.