任务复杂度对学习者二语写作表现的影响研究

发布时间：2018-04-04 14:36

  本文选题：任务复杂度　切入点：资源指引型　出处：《南京大学》2017年博士论文

【摘要】：自二十世纪八十年代以来,任务复杂度与外语学习者语言技能的关系成为研究热点,二语习得研究领域对此进行了广泛的讨论,讨论的焦点在于任务复杂度对语言产出流利度、准确度和复杂度有何影响。有关任务复杂度的理论主要有认知假设与有限注意力模型,认知假设中任务复杂度又分为两个维度：资源指引型与资源消耗型。这两个模型对于任务复杂度对语言表现的影响有着不同的预测。有限注意力模型没有区分不同的维度,认为语言表现会随任务难度增加而变差。在任务型写作教学过程中,对于教师和课程开发者来说,选择某一特定类型的任务并能有效加以控制,使得二语学习者能够最大化地产出高质量的文本是一项及其重要而又迫切的使命。过去二十年关于任务复杂度的研究大多集中于其对口语产出的影响,而任务复杂度对于二语写作的影响研究并不多。因此,本论文从资源指引型与资源消耗型两个维度探讨任务复杂度对二语学习者写作表现的影响,比较两个模型的预测在多大程度上切合二语写作的情况。同时,本论文还将学习者的二语水平作为一个因素,探讨其是否与任务复杂度对写作表现有交互影响。南京某高校8个英语教学班的305名非英语专业学生参加了本次研究,其中4个二年级班英语水平较高,4个一年级班英语水平较低。写作任务为要求学生确定度假的宾馆,任务条件分为4类：1)有10分钟任务前准备时间,确定度假的宾馆需要达到3个要求；2)没有任务前准备时间,确定度假的宾馆需要达到3个要求；3)有10分钟任务前准备时间,确定度假的宾馆需要达到6个要求；4)没有任务前准备时间,确定度假的宾馆需要达到6个要求。两个年级各4个班分别完成其中一项任务。任务完成后研究者对写作文本从流利度、准确度与复杂度三个方面进行分析。每个班随机抽取4名学生,共32名学生进行访谈。对学生写作文本和访谈材料的定量和定性分析得出了以下结果：1.资源指引型维度具体操作为写作中需要处理的因素数量,通过增加因素的数量提高任务复杂度,结果显示学习者二语写作语言的流利度、准确度和词汇复杂度有显著提高,但句法复杂度有所降低。通过访谈发现学习者在写作过程中对内容和语言的关注度大于对文章结构的关注度。随着任务复杂度的提高,学习者投入的注意力越多,语言表现更加优秀。2.资源消耗型维度具体操作为是否提供任务前准备时间,结果发现任务前准备时间条件下,二语写作语言流利度显著提高,而准确度与复杂度与没有任务前准备时间条件下相差无几。通过访谈发现学习者在任务前准备时间中使用得更多的是认知策略而非元认知策略,高水平学习者比低水平学习者更为有效地利用任务前准备时间。3.学习者的二语水平与任务前准备时间对写作语言表现有交互影响,换句话说,任务前准备时间对于高水平学习者来说可以起到积极作用,但对于低水平学习者来说没有任何帮助。二语水平与任务因素数量对二语写作语言表现没有交互影响,也就是说,增加因素数量无论对高水平学习者还是低水平学习者都会促进他们在二语写作语言流利度、准确度和复杂度的提升。本研究结果部分验证了认知假设与有限注意力模型,因此进一步充实了任务复杂度理论,并给二语习得研究者、教师以及教学大纲设计者提供了理论和实践的依据,为了有效提高学习者二语写作水平,我们既要深入研究任务特征以及任务对二语产出的影响,又要研究学习者的二语水平,在此基础上设计或选择最能发挥出学习者最佳成绩的任务。
[Abstract]:Since 1980s, a complex task of foreign language learners' language skills have become a hot research topic, the two language acquisition research field have been widely discussed, the focus of the discussion is that the complexity of the task of language production fluency, what is the effect of accuracy and complexity. The complexity of the task in the theory of the cognitive hypothesis and limited attention task model, hypothesis of cognitive complexity is also divided into two dimensions: resource guide type and resource consumption. The two models for the complexity of the task of language performance has a different forecast. Limited attention model does not distinguish between different dimensions, that language performance will be worse with the difficulty of the task increased. In the process of teaching task-based writing, for teachers and curriculum developers, the choice of a particular type of task and can effectively control the two language learning The learner is able to maximize the output text high quality is an important and urgent mission. And in the past twenty years of research on the complexity of the task mainly focuses on the influence on oral production, and not much impact on the degree of complex tasks for two language writing. Therefore, this paper from the resource guide and resource consumption type two dimensions of task complexity on two language learners influence writing performance, forecast comparison of the two models with the extent of two language writing. At the same time, this paper will also learn the two language level as a factor, and explore whether the complexity of the task of writing performance of interaction. 305 non English majors from a university in Nanjing 8 English classes participated in this study, 4 of which the second grade class high English level 4, the first grade class English level is low. The task of writing to Ask students to identify the holiday hotel, the task is divided into 4 categories: 1) 10 minutes of pre task planning time, determine the holiday hotel needs to meet 3 requirements; 2) no pre task planning time, determine the holiday hotel needs to meet 3 requirements; 3) 10 minutes of pre task planning time, determine the holiday the hotel needs to meet 6 requirements; 4) no pre task planning time, determine the holiday hotel to reach 6. Two grade 4 classes were completed one task. After the completion of the task of writing the text from the fluency, accuracy and complexity of the three aspects of analysis. Each class of 4 students were randomly selected, a total of 32 students were interviewed. The students write a quantitative and qualitative analysis of the composition and the interview materials reached the following results: 1. dimensions of resources guiding type specific operation is the number of factors to be dealt with in writing, by increasing The number of factors increase the complexity of the task and the results show that learning two language writing fluency, accuracy and lexical complexity increased significantly, but the syntactic complexity decreased. Through interviews found that learners in the process of writing on the content and language of the degree of concern than on the structure of attention. With the complex task the improvement of the degree of attention, more learner input, language performance is more excellent.2. resource consumption dimensions of the specific operation is whether to provide pre task planning time, the pre task planning time under the condition of two language writing language fluency is significantly improved, and the accuracy and complexity and no pre task planning time under the condition of not much difference between through interviews found that learners in the pre task planning time use more cognitive strategies and metacognitive strategies, high level learners than low level learners more The effective use of pre task planning time.3. learners' two language proficiency and pre task planning time had interactive influence on writing language performance, in other words, the pre task planning time for high level learners can play a positive role, but for the low level learners do not have any help. Two the number of language level and task factors no interactive influence on two language writing language performance, that is to say, regardless of the number of factors increase high level learners or low level learners will promote their language in two language writing fluency, accuracy and complexity of improvement. The research results show that the cognitive hypothesis and limited attention model, thus further enrich the task complexity theory, and to the two language acquisition researchers, provides theoretical and practical basis for teachers and Teaching Syllabus designers, in order to effectively improve the two language learners As for writing level, we need to deeply study the influence of task characteristics and tasks on the output of two language, and study the two language level of learners. Based on that, we design or select the most effective task of learners' best performance.

【学位授予单位】：南京大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：H09
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本文编号：1710379