中文摘要
本研究以第二語言社會化之觀點，剖析成人學生在雙人對話練習活動中的互動模式、鷹架互相支持的特性、學習者對雙人對話練習之看法，以及在此互動性活動中透過鷹架、語言社會化增進第二語言口說表現的情形。
本研究以五十名在台北一所語言中心進修基礎英語會話的成人學生為研究對象，採用質性研究參與觀察法，蒐集學習者雙人對話對談內容，並利用課後深度訪談逐字稿、問卷及研究者觀察報告進行整理、歸納與分析。研究期間為2010年四月至十二月，研究結果摘述如後。
（一） 在雙人對話練習活動中，成人學生的互動模式普遍呈現合作模式，他們傾向視對方反應調整自己的態度，以順利完成指派任務。
（二） 成人學生認為雙人對話練習是一種「討論」跟「分享」。
（三） 不論搭檔是同性或異性，抑或認識時間的長短，成人學生普遍自發性提供鷹架，鷹架頻率高，且鷹架方式以針對搭檔的錯誤提出疑問為主。
（四） 成人學生普遍認為雙人對話練習活動有助於語言學習，能提升說英語的信心。
綜上所述，本研究的結果顯示，雙人對話練習活動的應用是成功的，學習者的反應是正向的，最重要的是，研究者證實成人學習者的成熟度及彈性，是促進他們成功獲得第二語言社會化的重要因素。

ABSTRACT
Adopting the second language socialization (SLS) perspective, the present study explored the dyadic patterns and scaffolding features among adult English as foreign language (EFL) learners. Fifty working adults from beginning level English conversation classes were examined over an 8-month period. Learners were randomly paired up to work on in-class role plays and guided dialogues during which their dialogues were audio-taped. Data collected in this study were categorized in terms of Storch’s (2002) patterns of interaction in ESL pair work and scaffolding features were located in accordance with Wood et al.'s (1976) proposed scaffolding traits. In addition, participants were interviewed to reflect their perceptions of pair work and its effect on their use of L2. Results showed that collaborative pattern were prevalent in working adults and they were likely to scaffold each other regardless of gender and length of acquaintance. Participants viewed pair work as discussion and sharing. Their spontaneous and positive intense attitude in scaffolding resulted in a general success of SLS among these working adult EFL learners. More importantly, it was observed that learners would adjust their roles to fit in and achieve the required task. And even a passive partner in a pair is able to partly contribute to a collaborative pattern. The researcher argues that adult learners' maturity and flexibility construed as major factors for their SLS.

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