本研究在动态系统理论框架下,对2名中国英语学习者作文的句法动态发展进行了为期一年的跟踪.结果发现,其句法在不同方面均呈非线性发展,各维度间存在潜在交互过程.这些结果表明,句法知识结构之间存在竞争和交互.不同交互模式反映了语言知识子系统对认知资源的不同需求.

IRF is the typical interactive mode in EFL classes.In this mode,the third turn,namely teacher feedback,plays an important role in eliciting extended IRF and significant discoursal interaction.This paper first describes and categorizes effective third turns,and then explains different functions of different feedbacks by referring to subsequent student talk.At last,this paper indicates the functions of third turns in promoting learners' output production,and discusses the relationship between third turns and SLA.

"互动假说"指出课堂互动能够促进学习者的二语习得,互动的实现又有赖于课堂环境的设计,而建构主义重视并能促进课堂环境的创设。从建构主义课堂环境、课堂互动和二语习得三个主要方面入手对建构主义课堂环境设计及互动的主要内容进行了分析,以期归纳三者之间的关系,为今后的有关研究奠定基础。