This article discusses, from a sociocognitive perspective, the integration of usage-based linguistics (UBL) models in favor of conversation analysis (CA) for second language acquisition (SLA). On this basis, it presents a pedagogical approach, viz. role-based interaction analysis (RBIA) for foreign language learning (FLL), by scaffolding, tracking and measuring learners’ behaviors of learning spoken grammatical and pragmatic features in intertextual affordances. Two groups were designated randomly as the experimental group (n = 30) and the comparison group (n = 32) to examine their uptake of the targeted features via explicit and implicit RBIA (i.e. two different ways of learning/processing in role-based interaction) respectively. Results showed: (1) there were significant differences between the two groups in the learning of grammatical features; (2) intergroup differences were significant in the development of pragmatic features; (3) the explicit RBIA learners outperformed the implicit RBIA learners in the appropriacy of expressing pragmatic meanings of social roles. These findings provide evidence for the integrated UBL model and the plausibility of the RBIA-for-FLL approach in instructed FLL contexts.

本文从社会认知的角度讨论了基于使用的语言学 (UBL) 模型的整合，以支持会话分析 (CA) 用于第二语言习得 (SLA)。在此基础上，它提出了一种教学方法，即。外语学习（FLL）的基于角色的交互分析（RBIA），通过搭建、跟踪和测量学习者在互文可供性中学习口语语法和语用特征的行为。随机指定两组为实验组（n =30）和对照组（n= 32）分别通过显式和隐式 RBIA（即基于角色的交互中的两种不同的学习/处理方式）检查他们对目标特征的吸收。结果表明：（1）两组在语法特征的学习上有显着差异；(2)语用特征发展的组间差异显着；(3)外显RBIA学习者在表达社会角色语用意义方面优于内隐RBIA学习者。这些发现为综合 UBL 模型和 RBIA-for-FLL 方法在受指导的 FLL 环境中的合理性提供了证据。