Tian Xiaoyi, Griffith Amanda E, Price Zane, Boyer Kristy Elizabeth, Tang Kevin
Department of Computer & Information Science & Engineering, University of Florida, USA.
Tansa Systems; Department of Spanish and Portuguese Studies, University of Florida, USA.
Lang Speech. 2025 Mar;68(1):63-86. doi: 10.1177/00238309241234565. Epub 2024 Mar 28.
Linguistic alignment, the tendency of speakers to share common linguistic features during conversations, has emerged as a key area of research in computer-supported collaborative learning. While previous studies have shown that linguistic alignment can have a significant impact on collaborative outcomes, there is limited research exploring its role in K-12 learning contexts. This study investigates syntactic and lexical linguistic alignments in a collaborative computer science-learning corpus from 24 pairs (48 individuals) of middle school students (aged 11-13). The results show stronger effects of self-alignment than partner alignment on both syntactic and lexical levels, with students often diverging from their partners on task-relevant words. Furthermore, student self-alignment on the syntactic level is negatively correlated with partner satisfaction ratings, while self-alignment on lexical level is positively correlated with their partner's satisfaction.
语言趋同，即说话者在对话中倾向于共享共同语言特征，已成为计算机支持的协作学习中的一个关键研究领域。虽然先前的研究表明语言趋同会对协作成果产生重大影响，但在K-12学习环境中探索其作用的研究却很有限。本研究调查了来自24对（48名个体）中学生（年龄在11至13岁之间）的协作计算机科学学习语料库中的句法和词汇语言趋同情况。结果表明，在句法和词汇层面上，自我趋同比伙伴趋同的影响更强，学生在与任务相关的词汇上常常与伙伴存在差异。此外，学生在句法层面上的自我趋同与伙伴满意度评分呈负相关，而在词汇层面上的自我趋同与伙伴的满意度呈正相关。
