任务前构思对高中生英语写作表现的影响研究

发布时间：2021-09-17 02:44

　　英语课程是高中课程的重要组成部分,也是学生学习的难点。而写作作为提高学生英语语言技能的一个重要组成部分,是英语教学课程的关键内容之一,也是英语基础性教学之一。在写作过程中,构思是影响二语学习者写作的一个重要因素。以任务为基础的二语习得研究发现,构思会影响语言产出的流利度、准确度和复杂度,进而影响成文的质量。本文探讨了任务前构思在限时写作条件下对高中生英语写作表现的影响。本研究以Kellogg的写作过程模型、有限的信息加工理论和Skehan的认知模型为理论基础,试图回答三个问题:（1）任务前构思对高中生英语写作的流利度有何影响?（2）任务前构思对高中生英语写作的准确度有何影响?（3）任务前构思对高中生英语写作的复杂度有何影响?本次实验以甘肃省庆阳市镇原县孟坝中学高二年级两个平行班的90名学生为研究对象。他们被分为两个组,任务前构思组和无（任务前）构思组。其中,任务前构思组为实验组,无构思组为对照组。这里的任务前构思指的是学习者在正式任务之前有时间去构思他们产出的内容。而无构思则指的是学习者没有提前构思任务的时间。本实验共持续十六周。本研究主要包括先导实验、前测、实验以及后测。先导实验主要... 

【文章来源】：西北师范大学甘肃省

【文章页数】：92 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purposes
    1.3 Research Significance
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 The Definition of Key Terms
        2.1.1 The Definition of Planning
        2.1.2 The Classification of Planning
        2.1.3 Measurements for Language Output
    2.2 Previous Studies on the Effects of Planning on Second Language Learner’s WritingPerformance
        2.2.1 The Effects of Planning on Second Language Learner’s Writing PerformanceAbroad
        2.2.2 The Effects of Planning on Second Language Learner’s Writing Performance atHome
        2.2.3 The Summary of the Previous Research
Chapter Three Theoretical Foundation
    3.1 Kellogg’s Model of Writing Processes
    3.2 Limited Information Processing Theory
    3.3 Skehan’s Cognitive Model
    3.4 Summary
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
    4.4 Research Procedures
        4.4.1 Pilot Study
        4.4.2 Pre-test
        4.4.3 Treatment
        4.4.4 Post-test
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 The Effects of Pre-task Planning on the Fluency of Senior High School Students’English Writing
        5.1.1 Comparison of Students’Writing Fluency of Pre-test Between PTP and NP
        5.1.2 Comparison of Students’Writing Fluency of Post-test Between PTP and NP
        5.1.3 Comparison of Students’Writing Fluency of Pre-test and Post-test in PTP andNP
    5.2 The Effects of Pre-task Planning on the Accuracy of Senior High School Students’English Writing
        5.2.1 Comparison of Students’Writing Accuracy of Pre-test Between PTP andNP
        5.2.2 Comparison of Students’Writing Accuracy of Post-test Between PTP andNP
        5.2.3 Comparison of Students’Writing Accuracy in Pre-test and Post-test in PTP andNP
    5.3 The Effects of Pre-task Planning on the Complexity of Senior High School Students’English Writing
        5.3.1 Comparison of Students’Writing Complexity of Pre-test Between PTP andNP
        5.3.2 Comparison of Students’Writing Complexity of Post-test Between PTP andNP
        5.3.3 Comparison of Students’Writing Complexity in Pre-test and Post-test in PTPandNP
    5.4 Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations and Suggestions
References
Appendix Ⅰ Writing Task for Pilot Study
Appendix Ⅱ Writing Task for Pre-test
Appendix Ⅲ Writing Task for Post-test
Appendix Ⅳ Planning Worksheet for Pre-task Planning
Appendix Ⅴ Writing Tasks for Treatment
Appendix Ⅵ A Sample for Measuring Fluency
Appendix Ⅶ A Sample for Measuring Accuracy
Appendix Ⅷ A Sample for Measuring Complexity
Appendix Ⅸ English Compositions in Two Groups
Acknowledgements
个人简历、在学期间发表的学术论文及研究成果



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