牛瑞英
Ruiying NIU

• 1:Guangdong University of Foreign Studies

摘要(Abstract)：

<正>Languaging as proposed by Swain(2006) is an important theoretical construct in second language(L2) learning. The construct was evolved from Swain's own notion of comprehensible output with the paradigm shift from the psycho-cognitive to the sociocognitive perspective on second language acquisition. Raised within the input-output model of L2 learning and as a supplement to comprehensible input,

关键词(KeyWords)：

Abstract:

Keywords:

基金项目(Foundation): supported by China’s National Social Science Project Funding (No. 2021BYY048);; the Ministry of Education Project of the Centre for Linguistics and Applied Linguistics and the Bilingual Cognition and Development Lab, Guangdong University of Foreign Studies (No. 290-X5219075)

作者(Author): 牛瑞英
Ruiying NIU

参考文献(References)：

• Adair-Hauk,B.,&Donado,R.(2002).The PACE model:A story-based approach to meaning and form for standards-based language learning.The French Review,76(2),265-276.
• Bowles,M.,Adams,R.,&Toth,P.(2014).A comparison of L2-L2 and L2-heritage learner interactions in Spanish language classrooms.The Modern Language Journal,98(2),497-517.https://doi.org/10.1111/modl.12086
• Carcía Mayo,M.d.P.,&Hidalgo,M.A.(2017).L1 use among young EFL mainstream and CLIL learners in task-supported interaction.System,67,132-145.https://doi.org/10.1016/j.system.2017.05.004
• DiCamilla,F.,&Antón,M.(2012).Function of L1 in the collaborative interaction of behinning and advanced second language learners.International Journal of Applied Linguistics,22(2),160-188.https://doi.org/10.1111/j.1473-4192.2011.00302.x
• Fernández-Dobao,A.(2014).Vocabulary learning in collaborative tasks:A comparison of pair and small group work.Language Teaching Research,18(4),497-520.https://doi.org/10.1177/1362168813519730
• Fredrickson,B.L.(2001).The role of positive emotions in positve psychology:The broaden and build theory of positive emotions.American Psychologist,56(3),218-226.https://doi.org/https://doi.org/10.1037/0003-066X.56.3.218
• Hanaoka,O.,&Izumi,S.(2012).Noticing and uptake:Addressing pre-articulated covert problems in L2writing Journal of Second Laguage Writing,21(4),332-347.https://doi.org/10.1016/j.jslw.2012.09.008
• Ishikawa,M.,&Suzuki,W.(2016).The effect of written languaging on learning the hypothetical conditional in English.System,58,97-111.
• Kim,Y.,&McDonough,K.(2008).The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners.Language Teaching Research,12(2),211-234.
• Kim,Y.-K.(2008).The contribution of collaborative and individual tasks to the acquisition of L2vocabulary.The Modern Language Journal,92(1),114-130.https://doi.org/10.1111/j.1540-4781.2008.00690.x
• Lantolf,J.(2000).Introducing Sociocultural Theory.In J.Lantolf(Ed.),Sociocultural Theory and second language learning(pp.1-26).Oxford University Press.
• Li,M.(2018).Computer-mediated collaborative writing in L2 contexts:An analysis of empirical research.Computer09588221.2018.1465981
• Mahfoodh,O.H.A.(2017)."I feel disappointed":EFL university students’emotional responses towards teacher written feedback.Assessing Writing,31,53-72.https://doi.org/10.1016/j.asw.2016.07.001
• Moradian,M.R.,Miri,M.,&Nasab,M.H.(2017).Contribution of written languaging to enhancing the efficiency of written corrective feedback.International Journal of Applied Linguistics,27(2),406-421.https://doi.org/10.1111/ijal.12138
• Qi,D.S.,&Lapkin,S.(2001).Exploring the role of noticing in a three-stage second language writing task.Journal of Second Language Writing,10,277-303.
• Qin,L.,&Niu,B.(2021).An overview of studies on written languaging within the sociocultural theoretical framework.Journal of Zhejiang Foreign Languages Institute(1),58-65.
• Qin,L.,Ouyang,X.,&He,Y.(2021).Learners’internalization of content and linguisitc knowledge in content-language integrated instruction:A study based on the sociocultural notion of languaging.Chinese Foeign Languages,18(1),81-90.
• Storch,N.(2002).Patterns of interaction in ESL pair work.Language Learning,52(1),119-158.
• Storch,N.(2011).Collaborative writing in L2 contexts:Processes,outcomes,and future directions.Annual Review of Applied Linguistics,31,275-288.
• Storch,N.(2013).Collaborative writing in L2 classrooms.Multilingual Matters.https://doi.org/10.21832/9781847699954
• Storch,N.(2019).collaborative writing.Language Teaching,52(1),40-59.https://doi.org/10.1017/S0261444818000320
• Suzuki,W.(2009).Improving Japanese university students’second language writing accuracy:Effects of languaging.Annual Review of English Language Education in Japan,20,81-90.
• Suzuki,W.(2012).Written languaging,direct correction,and second language writing revision.Language Learning,62(4),1110-1113.https://doi.org/10.1111/j.1467-9922.2012.00720.x
• Suzuki,W.,&Storch,N.(Eds.).(2020).Languaging in language learning and teaching:A collection of empirical studies.John Benjamins Publishing Company.
• Swain,M.(1985).Communicative competence:Some roles of comprehensible input and comprehensible output in its development.In S.Gass&C.G.Madden(Eds.),Input in second language acquisition(pp.235-253).Newbury House.
• Swain,M.(1995).Three functions of output in second language learning.In G.Cook&B.Seidlhofer(Eds.),Principles and practice in applied linguistics:Studies in honour of H.G.Widdowson(pp.125-144).Oxford University Press.
• Swain,M.(2000).The output hypothesis and beyond:Mediating acquisition through collaborative dialogue.In J.Lantolf(Ed.),Sociocultural Theory and second language learning(pp.97-114).Oxford University Press.
• Swain,M.(2006).Languaging,agency and collaboration in advanced language proficiency.In H.Byrnes(Ed.),Advanced language learning:The contribution of Halliday and Vygotsky (pp.95-108).Continuum.
• Swain,M.(2013).The inseparability of emotion and cognition in second language learning.Language Teaching,46(2),195-207.
• Swain,M.,Brooks,L.,&Tocalli-Beller,A.(2002).Peer-peer dialogue as a means of second language learning.Annual Review of Applied Linguistics,22,171-185.
• Swain,M.,Lapkin,S.,Knouzi,I.,Suzuki,W.,&Brooks,L.(2009).Languaging:University students learn the grammatical concept of voice in French.The Modern Language Journal,93(1),5-29.https://doi.org/10.1111/j.1540-4781.2009.00825.x
• Swain,M.,&Watanabe,Y.(2020).Languaging:Collaborative dialogue as a source of second language learning.In C.A.Chapelle(Ed.),The concise encyclopedia of applied linguistics(pp.667-674).John Wiley&Sons.
• Torres,J.,&Cung,B.(2019).A comparison of advanced heritage language learners’peer interaction across modes and pair types.The Modern Language Journal,103(4),815-830.https://doi.org/10.1111/modl.12594
• van de Pol,J.,Volman,M.,&Beishuizen,J.(2010).Scaffolding in Teacher-Student Interaction:A Decade of Research.Educ Psychol Rev,22,271-296.https://doi.org/10.1007/s10648-010-9127-6
• Vygotsky,L.S.(1978).Mind in society:The development of higher psychological processes.Harvard University Press.
• Wang,C.(2016).Learning by extension.Modern Languages,39(6),784-793.https://doi.org/1013-6105(2016)06-0784-10
• Wen,Q.(2020).Production-oriented approach:Developing a theory of foreign language education with Chinese features.Foreign Language Teaching and Research Press.
• Wigglesworh,G.,&Storch,N.(2012).What role for collaboration in writing and writing feedback.Journal of Second Laguage Writing,21(4),364-374.https://doi.org/10.1016/j.jslw.2012.09.005
• Yang,L.,&Zhang,L.(2010).Exploring the role of reformulation and a model text in EFLstudents’writing performance.Language Teaching Research,14(4),141-160.