探索突显范文在高中生二语写作中词汇附带注意和使用中的作用

发布时间：2018-05-21 07:49

本文选题：带标记的范文 + 二语写作　；参考：《北京外国语大学》2017年硕士论文

【摘要】：本研究旨在探索在二语写作学习中,带标记范文是否对学习者的词汇附带注意和使用产生影响。研究采取类似实验的研究方法,将某校高二年级34名学生定为受试,并根据二语水平将其分为两个同质组,每组包括8名高水平,6名中等水平和3名低水平学生。两组学生均需完成两项三阶段写作任务,每个任务包括三阶段:1)根据写作要求进行初次写作,2)将自身文章同范文进行比较,注意区别并笔头记录,实验组为带标记范文,控制组为无标记范文,3)根据写作要求重写文章。因学习者个人原因可能导致前两个阶段笔记记录的不准确性,本研究设计两项写作任务,两组受试者在两项任务中交换实验组和控制组身份。最后,除了学生完成的两次作文和书面笔记,本研究另搜集访谈转录和问卷等数据,以探索带标记范文影响注意的具体过程和影响使用的主要因素。研究结果显示,在任务一中,实验组在目标词汇的注意未显著超过控制组,但在任务二中显现出显著优势。在两个任务中,实验组在目标词汇的使用上均未显著超过控制组。通过对每个词汇注意和使用数量的统计,结合访谈和问卷数据,本研究发现,词汇突显度和任务要求是影响词汇注意的两大决定性因素。因各种物理特性和任务特性形成自我突显的词汇不需要外部突显,而自身突显度低的目标词,特别是在任务要求过高而占用注意资源的情况下,外部突显能有效促进学习者对目标词的注意。同时,学习者对目标词汇的使用主要受到词汇复杂度的影响,包括词汇形式和用法。而针对二语水平对注意和使用的影响,高水平者注意得最多,中等水平则纳入得最多,低水平则始终在两方面均保持最低。此项研究进一步拓展了强调标记对二语词汇的影响研究领域,初步证明在二语写作范文学习过程中,强调标记对范文词汇的附带注意有所影响,对词汇使用却无显著帮助。但是,强调标记一定程度上促进了学习者对目标词汇的注意,引起二语系统的变化,受到了学习者的青睐和认可。故针对二语写作范文教学,本研究建议根据学生二语水平,目标词汇的交际价值,可学性等因素,充分发挥强调标记的作用,并有的放矢地采取相应教学策略促进强调标记的作用,如加强学生对目标词汇的记忆,促进学生对某些词汇用法的了解。
[Abstract]:The purpose of this study is to explore whether the tagged model text has an effect on the learners' incidental attention and usage in second language writing. In this study, 34 students in grade two of a school were divided into two homogeneous groups according to their second language level, each group consisted of 8 middle and 3 low level students. The two groups of students were required to complete two three-stage writing tasks, each of which consisted of three stages: 1) for the first time writing according to the writing requirements. (2) compare their own articles with the model text, pay attention to the differences and write down the notes. The experimental group was marked as a model essay. The control group is an unmarked model essay 3) rewriting the article according to the writing requirements. The present study designed two writing tasks in which two groups of subjects exchanged the identities of experimental and control groups for personal reasons which may lead to inaccuracy of notes in the first two stages. Finally, in addition to the two compositions and written notes completed by the students, the data of interview transcripts and questionnaires were collected in order to explore the specific process and the main factors affecting the use of the marked text. The results showed that in task one, the attention of the experimental group in the target vocabulary was not significantly higher than that in the control group, but it showed significant advantages in task two. In the two tasks, the use of target vocabulary in the experimental group was not significantly higher than that in the control group. Based on the statistics of the number of words' attention and usage and the data of interviews and questionnaires, this study finds that vocabulary salience and task requirements are the two decisive factors affecting vocabulary attention. Words that form self-prominence due to various physical and task characteristics do not require external salience, but low self-salience, especially in situations where tasks require too much attention and take up attention resources. External salience can effectively promote learners' attention to target words. At the same time, learners' use of target vocabulary is mainly influenced by lexical complexity, including lexical form and usage. In view of the influence of L2 level on attention and use, the high level pays the most attention, the middle level takes in the most, and the low level always keeps the lowest in both aspects. This study further expands the research field of the influence of emphasis on the second language vocabulary. It is proved that in the process of learning the model text in second language writing, the emphasis on marker has some influence on the incidental attention of the model essay, but it has no significant help to the use of vocabulary. However, to some extent, the emphasis on markers has promoted learners' attention to target vocabulary and caused the change of L2 system, which has been favored and recognized by learners. Therefore, in view of the model teaching of second language writing, this study suggests that the emphasis on marking should be given full play according to the students' second language proficiency, the communicative value of the target vocabulary and the learnability of the target vocabulary. And the corresponding teaching strategies should be adopted to promote the emphasis on the role of markers, such as strengthening the students' memory of the target vocabulary and promoting the students' understanding of some vocabulary usage.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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