| The present study based on the Interactive Alignment Model,applies mixed-method to investigate alignment effects in text continuation tasks and video continuation tasks from the lexical,phrasal and sentential level.The participants are four Chinese sophomores of non-English majors from two classes in Dalian Maritime University,with J and Y from one class and W and L from the other class.During the 16-week longitudinal case studies,the two classes were alternately required to complete a story with different inputs.That is,one class accomplished the continuation task by watching the video,while the other class by reading the text.Each participant accomplished four continuation tasks with different topics including two text continuation tasks and two video continuation tasks.The results show that there exists alignment in both text continuation tasks and video continuation tasks at the lexical,phrasal and sentential level,but the magnitude of alignment was different.At the lexical and phrasal level,the alignment in text continuation tasks is stronger than that in video continuation tasks,and there is a significant difference in the alignment between text continuation tasks and video continuation tasks.As for the sentential level,there is no significant difference in the alignment between text continuation tasks and video continuation tasks.As for different participants,the magnitude of alignment was also different in text continuation tasks and video continuation tasks at lexical,phrasal and sentential level.According to interviews,participants learned more phrases and sentence patterns in text continuation tasks,and they tend to use more adjectives affected by video screens in video continuation tasks.In foreign language teaching,teachers can choose different continuation tasks to train students' use of language based on different teaching purposes,so that students can write more authentic language for the purpose of English communication. |
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