任务复杂度和语言焦虑对高中生英语阅读理解的影响研究

发布时间：2024-06-14 19:57

　　在任务型语言教学领域,作为任务的重要特征之一,任务复杂度备受研究者关注。近些年来,研究者们开展了大量的实证研究,探索任务复杂度对语言表现的影响。但到目前为止,这类研究主要集中于口语和写作范畴,较少涉及阅读等接受性语言技能。同时,很少有研究探索语言焦虑等学习者个体差异对任务复杂度效度的调节作用。因此,本研究试图探索任务复杂度与语言焦虑对高中生英语阅读理解的影响。本实验以Robinson(2001a,2007a,2011b,2015)的“认知假说”为理论基础,以60名高三学生为受试对象,历时8周。参与者被随机分配到简单或复杂任务组,分别接受通过调节“-/+推理要求”(+/-reasoning demands)维度的不同阅读训练。同时,为了了解受试者的外语阅读焦虑情况,研究采用《外语阅读焦虑量表》,按测试结果,受试者被分为高焦虑组和低焦虑组。研究结果表明:任务复杂度作为一种阅读教学处理方式,对高中生的阅读理解有显著的积极影响。具体而言,与接受简单阅读任务组相比,接受复杂阅读任务组在阅读理解方面有更大的提高。此结果证实了Robinson的认知假说的预测。同时,在完成复杂任务时,参与者确实会感到...

【文章页数】：101 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Task Complexity
        2.1.1 The Definition of Task Complexity
        2.1.2 Two Frameworks of Task Complexity
            2.1.2.1 Skehan’s Limited Attentional Capacity Model
            2.1.2.2 Robinson’s Cognition Hypothesis
            2.1.2.3 Evaluation of the Competing Frameworks
        2.1.3 Task Complexity and Task Performance
    2.2 Language Anxiety
        2.2.1 The Nature of Reading Anxiety
        2.2.2 Reading Anxiety and Reading Performance
    2.3 The Relation of Task Complexity and Language Anxiety
Chapter Three Research Methodology
    3.1 Research Questions and Hypotheses
    3.2 Operationalization
        3.2.1 Task Complexity
        3.2.2 Language Anxiety
    3.3 Research Participants
    3.4 Research Instruments
        3.4.1 English Reading Comprehension Questionnaire
        3.4.2 Reading Comprehension Test
        3.4.3 Foreign Language Reading Anxiety Scale
        3.4.4 Affective Variable Questionnaire
    3.5 Research Materials
    3.6 Research Procedures
    3.7 Data Collection and Data Analysis
Chapter Four Results and Discussion
    4.1 Results for the First Research Question
        4.1.1 Descriptive Analysis of Reading Comprehension Scores
        4.1.2 An Analysis of Reading Comprehension Scores between Groups
        4.1.3 Effect of Task Complexity on Reading Comprehension Scores
    4.2 Results for the Second Research Question
        4.2.1 An Analysis of the Foreign Language Reading Anxiety Scale
        4.2.2 An Analysis of Language Anxiety on Reading Comprehension Scores
        4.2.3 The Interactive Effect of Task Complexity and Language Anxiety
    4.3 Affective Perception Results
    4.4 Discussion
        4.4.1 Effect of Task Complexity on Reading Comprehension
        4.4.2 The Interactive Effect of Task Complexity and Language Anxiety
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Theoretical Implications
    5.3 Pedagogical Implications
    5.4 Limitations and Suggestions for Further Research
Bibliography
Appendix A Participants'Profiles
Appendix B English Reading Comprehension Questionnaire
Appendix C Reading Comprehension Pretest
Appendix D Reading Comprehension Posttest
Appendix E Foreign Language Reading Anxiety Scale
Appendix F Affective Variable Questionnaire
Appendix G One Sample of Task Layout
Acknowledgements
About the Author



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