外语写作互动的语篇协同研究

发布时间：2018-05-28 04:18

  本文选题：协同 + 读后续写　； 参考：《现代外语》2017年05期

【摘要】：本文基于互动协同模型,以读后续写任务为例,采用2′2被试间设计,以任务感知和语言输入类型为因素,构成四种不同的内、外部互动语境,考察了中国英语学习者外语写作互动中的语篇协同情况。研究结果表明,外语写作互动在语篇层面存在协同效应;内、外部互动语境不同,语篇协同强度有差异,任务感知影响情境模型和词汇复杂度的协同强度,语言输入类型影响语篇连贯性和动词短语密度的协同强度;学习者会根据不同的内、外部互动语境,自组织、自适应地使用基于协同的策略,以实现最大化协同。
[Abstract]:Based on the interactive cooperative model, this paper takes the task of continuous writing after reading as an example, adopts the design of 2X2 subjects, takes task perception and language input type as the factors, and forms four different internal and external interactive contexts. This paper examines the textual synergy of Chinese EFL learners in their foreign language writing interactions. The results show that there is a synergistic effect at the discourse level in EFL writing interaction, in which there are differences in the intensity of discourse synergy between internal and external interactive contexts, and task perception affects the synergistic intensity of situational models and lexical complexity. Language input types affect the coherence of discourse and the synergetic intensity of verb and phrase density. Learners use synergetic strategies adaptively according to different internal and external interactive contexts in order to achieve maximum synergy.
【作者单位】： 江西师范大学;
【基金】：江西省社科规划项目“互动协同视角下中国大学生英语写作的语篇能力习得研究”(16YY07)的研究成果
【分类号】：H319.3
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本文编号：1945251