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Rui Bao
Zhejiang Normal University, China

 

Abstract

Grounded in sociocultural theory (SCT), this study examines interactions among beginning Learners of Chinese as a foreign language (CFL). Through video-recordings of learner interactions during task-based activities, microgenetic analysis of the data indicates that beginning CFL learners draw on mutual assistance, correction, co-construction, and a shared L1 to solve linguistic problems encountered during classroom tasks. Learner to learner interaction leads to a higher level of performance that cannot be accomplished by either of them alone. Also, variations are identified in the interactional process among different pairs. This study indicates that beginning learners benefit from peer interaction during task-based activities. Moreover, it is suggested that this benefit relates to various contextual factors such as individual learner difference in linguistic ability, the characteristics of the target language, task design, and groupings. As such, it highlights the need to consider context when observing the nature of learner interaction. Implications for CFL teaching are also discussed.

 

Keywords
Sociocultural perspective, the zone of proximal development, learner-learner interaction, Chinese as a foreign language

 

社会文化理论视域下海外初级汉语学习者互动研究：对国际汉语教师的启示

鲍蕊
浙江师范大学国际学院，中国

摘要
基于社会文化理论，本文探讨了海外初级汉语学习者之间的互动。数据主要来源基于任务活动的学习者
之间互动录像。通过对该数据的微变化分析，结果显示，海外初级汉语学习者通过互相帮助、纠正、共
同构建和第一语言来解决任务过程中遇到的语言问题，这一互动促使学习者完成了个人无法独立完成的
任务，进而获得更高水平的语言能力，但不同小组在互动过程中的表现有所不同。本研究说明基于任务
活动的同伴互动有助于初级汉语学习者语言能力发展，但同伴互动效果受多种因素影响，如学习者语言
能力的个体差异、目的语特点、任务设计和分组形式。基于此，本研究认为学习者之间互动研究需考虑
其所处环境，并探讨了对海外汉语教学的相关启示。

关键词
社会文化理论视角，最近发展区，学习者之间互动，海外汉语