文献导读 | 基于本文的一语与二语即时交互情形下计算机辅助写作
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本期题目：L1 vs L2 synchronous text-based interaction in computer- mediated L2 writing
摘要
This study investigates thequality of the L2 written outcome and the interactions produced in synchronoustext-based L1 and L2 collaboration. On the one hand, it explores fluency, accuracy, andcomplexity measures in order to compare participants’ L2 performance in atask-based writing assignment using Google Docs. On the other hand, it examinesthe areas of negotiation in their L1 and L2 synchronous interactions in orderto assess possible differences. Eighty-five intermediate students ofSpanish were randomly assigned to four different dyadic writing groups: acontrol group, a collaborative L1 text- based chat group, a collaborative L2text-based chat group, and a group of dyads who collaborated on Google Docs butwere not permitted to chat. ANOVA analyses of the L2 writing measures underscrutiny showed that the dyads that collaborated in their L1 had a significant advantage in theaccuracy measure utilized. Additionally, analyses of the interactions producedby the dyads in both chat groups showed that the L1 chat group conversed morebut focused less on the L2. These results are discussed in relation to therelevant previous literature and should continue the discussion ontranslanguaging and how L1 can be of use in L2 writing.
简介Brief Introduction
文章主要研究以计算机为媒介的基于文本的交互作用。二语写作时选择的分组很有意思。L1交流对二语写作帮助大于L2交流，是我之前没有想到的。
研究问题 Research Questions
RQ1: Are there anysignificant differences in the writing performance of four different writinggroups on measures of fluency, accuracy, and complexity?
RQ2: Are there any differences between the L1 and L2chat groups in terms of a) number of turns and b) areas of focus in theinteraction transcripts?
研究方法 Research Methods
受试对象为美国西部一所私立文科学院的西班牙语班的学生，调查时间为一年，在研究开始时进行了背景调查，以收集有关参与者的基本个人信息以及他们使用Skype和Google Docs的舒适度。试验前受试对象经过Skype和Google Docs的使用培训，以及写作试点。实验时，受试者一周2次一次1小时40分钟在课堂见面，并随机配对分成四组：英语交流协同写作（EC），西班牙语交流协同写作（SC），不交流协同写作（NC），个人写作（IW）。受试者用3分钟看四格漫画，用skype聊天，Google Docs写作，没有时间和字数限制。
读后感 Comment
实验表明四个不同分组在二语写作中流畅性、准确性和复杂性没有呈现明显差别；T-unit（？）比例有显著差异。协同写作时，L1交流比L2交流或不交流更能促进L2写作的准确性。
交互中的重点关注仍是内容和意义，L1交流组写作时对语法，拼写和重音以及词汇的关注程度更高，如果看起来确实进行了意义协商，这可能对学习者有益。
未来的研究可以考虑任务类型，模式选择，参与者的特征，学习风格和偏好等因素对互动和协作的程度和质量如何产生影响，也可以定性地分析这些相互作用，以便更深入地了解这些差异如何影响学习者的互动模式和第二语言的发展。
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