文献导读 | 理解二语学习者的口语问题解决能力

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征稿：二语写作

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简介 Brief Introduction

This article considers the implications of the thinking ability in the oral communication of second language (L2) learners. Even though the critical thinking movement is expanding throughout academia, research in second language acquisition (SLA) has been noticeably lacking in establishing the relationship between L2 oral communication and thinking. This study investigated oral problem solving in EFL (English as a Foreign Language) learners in the People’s Republic of China. The main question asks if advanced EFL learners’ problem solving efficacy will be reduced when having to solve nonverbal puzzles while speaking in English in comparison solving these puzzds while to speaking in Chinese or remaining silent. Results found that participants in silent and Chinese speaking conditions had an insignificant difference in accuracy. However, speaking in English had significant deleterious effects, reducing accuracy by 24.5% in comparison to those participants in the silent condition. A paradigm shift for oral communication in SLA is offered for pedagogy and research.

The purpose of this research is to compare problem solving effectiveness of advanced EFL learners when asked to solve problems silently, talking out loud in L1, and talking out loud in L2.

研究问题 Research Questions 

What effect on accuracy in problem solving tasks will talking in English have for EFL participants in comparison to talking in their native language (Chinese) or remaining silent?

研究方法 Research Methods 

本文采用 Raven’s Advanced Progressive Matrices II (Raven, 1976)的测试来完成，采用质性与量性研究的结合。通过对参与者的逻辑推理与观察能力的测试来获得参与者的非口语表达的潜在能力的情况，通过对比test in silent, in Chinese and in English的参与者的测试结果数据的分析，发现在应用二语来参与测试来完成解决问题的能力更弱，因此二语口语能力的发展涉及学习者的思维能力有着密切关系 。

读后感 Comment 

我们一般热衷于或者擅长分析跨领域跨学科的二语习得的区别与差异，但是垂直向的学生自身思维能力的发展我们很少涉及是否与之相关。批判性思维一直是近年来受到普遍关注的主题，同时也是培养学生思维能力与综合能力的重要途经。如果我们只需要用母语思考问题的话我们只需解决问题本身，但是如果我们需要在二外的情境下去解决问题我们需要去理解问题，用二外的角度去思考问题，得到答案后也需要用二外语境来表达，相当于对学习者的任务本质上增加了很大一部分，因此在处理上参与者相对要吃力一些。如果我们在silent的情境下专注度会更高，同时自身的投入度也高，这样就有助于我们思考与解决问题，因此in silent, in Chinese, and in English 这三种环境下参与者的处理问题的能力与效率是有很大不同的。因此我们要在二语习得时更关注学习者的批判性思维能力的培养与发展，跟上语言表层的学习，专注度，反思与元认知的发展也相当重要。

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