任务复杂度对中国英语学习者英语写作和修改准确性和总体质量作用的研究

发布时间：2018-03-29 13:21

本文选题：任务复杂度　切入点：准确性　出处：《山东大学》2017年硕士论文

【摘要】：在外语写作学习与教学中,写作的准确度和整体质量一直被高度重视。写作任务的复杂度对于学生写作表现的影响吸引了越来越多的二语写作研究领域研究者的关注。纵览大量文献,大多数外语写作与任务复杂度的研究都是关于任务复杂度对于学生写作复杂度,准确性和流利度的影响,且对于准确性的研究大多数研究都只涉及了写作语法层面的准确性,而对于词汇方面的准确性研究甚少,并且很少研究涉及到不同任务复杂度的写作任务与写作和修改准确性和总体质量的相关性研究。本研究以认知假说和权衡假说为框架,采用广泛应用于该领域研究的Skehan与Foster的写作任务,通过使用整体性评估,分析性评估和客观性评估三种评估方法,探讨了任务复杂度对中国英语学习者(20名高中学生和20名大学本科生)英语写作和修改的语法准确度以及词汇准确度和整体质量的作用。研究所有得到的数据均用SPSS 22.0进行处理。研究结果如下:任务复杂度的确对于写作和修改的语法准确性和词汇准确性以及写作的整体质量有明显的影响。具体而言,写作层面的研究结果表明对于低水平组而言,任务复杂度与其整体性评估的得分呈负相关关系。而对于高水平组而言,写作任务越复杂,整体性评估得分越高。在分析性评估得分方面,对于低水平组而言,任务复杂度与语言使用和内容呈明显负相关关系,而对于高水平组而言,任务复杂度与文章组织呈正相关关系与内容呈负相关关系。在准确性的客观性评估得分方面,对于低水平组而言,任务复杂度与EFT/T以及词汇准确率指数值呈负相关关系,而与LE/LW呈正相关关系。对于高水平组而言,任务复杂度与WEFT/TW以及LE/LW值呈正相关关系。修改层面的研究结果表明对于低水平组而言,在简单和复杂写作任务修改上,任务复杂度与修改整体性评估得分无相关关系,而对于高水平组而言,任务越复杂,学生修改的整体性评估得分越高。在分析性评估得分方面,对于低水平组而言,任务复杂度与修改词汇和文章组织分析性评估得分呈正相关关系。然而对于高水平组而言,任务复杂度与修改写作机制,语言使用和文章组织呈正相关关系,与内容呈负相关关系。在对于准确性的客观性评估得分方面,对于低水平组而言,任务复杂度与修改EFT/T,WEFT/TW,LE/LW客观性评估得分呈正相关关系,与修改词汇准确率指数客观性评估得分呈负相关关系。而对于高水平组而言,任务复杂度与修改WEFT/TW以及LE/LW的得分呈正相关关系。文章最后阐述了本研究结果的教学实施,研究的不足,以及对于未来研究的启示。
[Abstract]:In the study and teaching of foreign language writing, The accuracy and overall quality of writing have been attached great importance to. The influence of the complexity of writing tasks on students' writing performance has attracted more and more researchers' attention in the field of second language writing. Most studies of foreign language writing and task complexity focus on the effects of task complexity on students' writing complexity, accuracy and fluency. However, there are few studies on lexical accuracy, and few studies on the correlation between writing tasks with different task complexity and writing and revision accuracy and overall quality. This study is based on cognitive hypothesis and trade-off hypothesis. The writing tasks of Skehan and Foster, which are widely used in this field, are used in this field. Through the use of three evaluation methods: holistic assessment, analytical evaluation and objective evaluation, This paper discusses the effect of task complexity on the grammatical accuracy, lexical accuracy and overall quality of English writing and revision for Chinese EFL learners (20 senior high school students and 20 undergraduates). The results are as follows: task complexity does have a significant impact on the grammatical accuracy and lexical accuracy of writing and revision, and on the overall quality of writing. The results at writing level showed that the task complexity was negatively correlated with the score of overall assessment for the low level group, while for the high level group, the more complex the writing task, the more complex the task was. For the low level group, task complexity had a negative correlation with language use and content, while for the high level group, there was a negative correlation between task complexity and language use and content, while for the high level group, there was a negative correlation between task complexity and language use and content. Task complexity had a positive correlation with article organization and negatively correlated with content. In the objective evaluation score of accuracy, task complexity had a negative correlation with EFT/T and vocabulary accuracy index in low level groups. For high level group, task complexity is positively correlated with WEFT/TW and LE/LW. There was no correlation between task complexity and the score of modified holistic assessment. For the high level group, the more complicated the task was, the higher the score of the whole assessment was. For the analytical evaluation score, for the low level group, the more complex the task was, the higher the score was. Task complexity was positively correlated with the scores of lexical revision and organizational analysis, but in high level groups, task complexity was positively correlated with modified writing mechanism, language use and article organization. For the low level group, task complexity was positively correlated with the modified EFT / TWEFTR / TWE / LW objective evaluation score. For the high level group, task complexity is positively correlated with the scores of modified WEFT/TW and LE/LW. The deficiency of the research and the enlightenment to the future research.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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