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本文以102名非英语专业学生为研究被试,采用“前测—后测—延迟后测”的实验设计,考察两种反馈类型(同伴提示反馈、同伴重铸)对学习者语用请求习得(理解性习得、产出性习得)的影响。研究结果显示,两种同伴反馈都可以有效提高学习者的语用水平,其中二者对理解性语用习得的作用相当,对产出性语用习得,同伴提示反馈的作用效果优于同伴重铸。在反馈效应的持续性方面,两种同伴反馈对理解性语用习得的长期效果均良好,与同伴提示反馈相比,同伴重铸对产出性语用习得的长期效果没有得到保持。
In this paper, 102 non-English majors are selected as study participants, and the experimental design of “pretest-posttest-latency posttest” is used to examine the two feedback types (companion prompt feedback and peer recast) for learner pragmatics. The impact of request acquisition (comprehensive acquisition, productive acquisition). The research results show that the two peer feedbacks can effectively improve the pragmatic level of learners, and both of them have a similar effect on comprehension of pragmatic acquisition, and they have better effect on productive pragmatic acquisition and peer feedback. Companion recast. In terms of continuity of the feedback effect, the two peer feedbacks have good long-term effects on understanding pragmatic acquisition. Compared with peer-reviewed feedback, the long-term effects of peer recasting on productive pragmatic acquisition have not been maintained.