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整体听写活动是交际性的任务型教学活动。本研究通过对比整体听写活动中和教师导向的大学英语课堂上学生使用话语标记语和磋商策略的情况,探讨整体听写活动为培养交际策略创造条件的积极作用。研究表明整体听写活动中的小组重建短文的任务使学习者有机会在真实意义的交互活动中使用话语标记语,从而发展自然对话中必需的话语组织策略和交互策略。此外,为了收集足够的信息重建短文,学习者在讨论中还有许多机会使用磋商策略。相比之下,在教师导向的大学英语课堂中,在以“教师启动——学生回答——教师反馈”为主导的交互模式下,学习者只是被动地回答老师的提问或执行老师的指令,极少有机会进行真实意义的交际来发展交际策略。由此可见,由于有着真实意义的交际目的以及小组成员之间的互动,整体听写活动能更有效地为培养交际策略创造有利条件。
The overall dictation activity is a communicative task-based teaching activity. This study compares the overall dictation activities and teacher-led college English class discourse markers and consultation strategies to explore the overall role of the dictation activities to create conditions for the development of communicative strategies. The research shows that the task of team reconstructing essay in overall dictation activities gives learners the opportunity to use discourse markers in real-world interactions so as to develop the necessary discourse strategy and interaction strategy in natural dialogue. In addition, in order to gather enough information to rebuild the essay, there are many opportunities for learners to use the negotiation strategy in the discussion. In contrast, in the teacher-led college English class, in the interactive mode dominated by “Teacher Start-Student Response-Teacher Feedback ”, the learner responds passively to the teacher’s question or the teacher’s Directive, rarely have the opportunity to communicate in real terms to develop communication strategies. Thus, the overall dictation activities can create favorable conditions for cultivating communicative strategies more effectively due to the communicative purpose of true meaning and the interaction among the group members.