一项关于体裁和时间条件对英语专业本科生写作句法复杂性的影响研究
发布时间：2018-10-25 10:54
【摘要】：二语写作研究中,衡量写作能力发展的主要标准是准确性、流畅性和复杂性。然而,复杂性的研究长期以来一直被国内研究者忽视,因为它偏离了我国主导性的以书面产出流利性及准确性为中心的写作测试评价体系。近几十年来,国内研究人员逐渐开始关注复杂性研究的理论和教学意义并就此开展多维度的探索性研究。然而,关于体裁和时间条件对英语学习者的书面句法复杂性影响的相关实证研究,特别是在国内语境中,是比较罕见的。本研究旨在探讨体裁和时间条件是否对英语专业本科生英语句法复杂度产生影响,以及这两个因素是否存在对英语句法复杂度的相互影响。被试是江西省一所大学的某个自然班的30名英语专业大二学生。所有受试者需要在一个学期内每月撰写一篇文章,即每个受试者总共写了4篇文章,研究总共收集了120份作文。研究者布置了这4种类型的文章的写作主题,类型和写作时间条件。写作体裁是议论文或叙述文,同时写作时间条件安排是在限时写作和非限时写作之间。写作数据收集完成后,研究者使用4个指标来计算书面句法复杂性:T单位长度(W/T),子句长度(W/C),T单位复杂性比率(C/T)和从属子句比率(DC/C)。最后,通过SPSS 19.0分析定量结果。本研究得出三个主要发现:第一,关于体裁对英语专业本科生的句法复杂性的影响,议论文体裁比记叙文体裁更能促进书面句法复杂度。然而,两种体裁的差异仅在单位长度指标(W/TW/C)方面达到显著水平,而不是另外两种密度指标(C/TDC/C)。换言之,议论文在促进英语写作者句法复杂度方面的优越性在密度指标中不会延续。第二,关于时间条件对英语专业本科生的句法复杂性的影响,研究者发现,在非限时写作条件下,除记叙文的W/C指标在非限时写作条件下更低外,所有受试者产出的书面句法复杂度均高于限时写作条件下的书面句法复杂度。此外,仅有非限时写作条件下的议论文呈现出比限时议论文显著更高的长度指标(W/TW/C)。可以得出结论,时间条件对书面句法复杂性的影响不像体裁因素那么突出。第三,研究发现,体裁因素和时间条件因素,在写作单位长度指标(W/TW/C)而非密度指标(C/TDC/C)方面,存在显著的相互作用效应。这些统计结果证实和解释了体裁因素、时间条件因素和书面句法复杂性之间的复杂交互关系。上述研究结果可以给教学带来如下教学启示:首先,写作教学的教师应该通过布置不同的写作实践来灵活调整课程安排,以适应学生当前的写作兴趣和水平,例如各种体裁以及不同写作条件下的写作任务。其次,写作教学还应该规避对一些规范写作模式的过分强调,鼓励学生自由写作。最后,写作教学应鼓励学生在日常写作实践中使用更复杂和多样化的句法结构。
[Abstract]:In the study of second language writing, the main criteria for the development of writing competence are accuracy, fluency and complexity. However, the study of complexity has long been neglected by domestic researchers because it deviates from the dominant writing test evaluation system which focuses on fluency and accuracy of written output. In recent decades, domestic researchers began to pay close attention to the theoretical and teaching significance of complexity research and carried out multi-dimensional exploratory research. However, empirical studies on the effects of genre and time conditions on the writing syntactic complexity of EFL learners, especially in domestic contexts, are rare. The purpose of this study is to explore whether genre and time conditions have an impact on the syntactic complexity of English majors and whether these two factors have a mutual influence on the syntactic complexity of English majors. The subjects were 30 sophomores majoring in English in a natural class at a university in Jiangxi Province. All subjects were required to write one article a month for a semester, that is, each subject wrote a total of 4 articles, and the study collected a total of 120 compositions. The researchers assigned the writing themes, types and writing time conditions of the four types of articles. Writing genre is argumentative or narrative, while writing time is arranged between time limited writing and non-time limited writing. After the writing data was collected, the authors used four indexes to calculate the syntactic complexity of writing: t unit length (W / T), clause length (W / C), T unit complexity ratio) (C / T) and subordinate clause ratio (DC/C). Finally, the quantitative results were analyzed by SPSS 19.0. There are three main findings: first, on the influence of genre on syntactic complexity of English majors, argumentative genre can promote the complexity of written syntax more than narrative genre. However, the difference between the two genres is only significant in terms of unit length index (W/TW/C), not the other two density indicators (C/TDC/C). In other words, the superiority of argumentation in promoting the syntactic complexity of English writers does not extend in the density index. Secondly, on the influence of time condition on syntactic complexity of English majors, the researchers found that the W / C index of narrative writing was lower than that of non-time-limited writing. The writing syntax complexity of all subjects was higher than that of limited time writing. In addition, the argumentative papers under the condition of non-time-limited writing have a significantly higher length index (W/TW/C) than that of time-limited argumentative papers. It can be concluded that the influence of time condition on the complexity of written syntax is not as prominent as genre factor. Thirdly, it is found that genre factor and time condition factor have significant interaction effect in writing unit length index (W/TW/C) rather than density index (C/TDC/C). These statistical results confirm and explain the complex interaction among genre factors, temporal conditions and the complexity of written syntax. The above research results can bring the following enlightenment to the teaching: first, the teachers of writing teaching should adjust the curriculum flexibly by arranging different writing practices to adapt to the students' current writing interest and level. For example, various genres and writing tasks under different writing conditions. Secondly, writing teaching should avoid the excessive emphasis on some standardized writing modes and encourage students to write freely. Finally, writing teaching should encourage students to use more complex and diversified syntactic structures in their daily writing practice.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
本文编号：2293500
[Abstract]:In the study of second language writing, the main criteria for the development of writing competence are accuracy, fluency and complexity. However, the study of complexity has long been neglected by domestic researchers because it deviates from the dominant writing test evaluation system which focuses on fluency and accuracy of written output. In recent decades, domestic researchers began to pay close attention to the theoretical and teaching significance of complexity research and carried out multi-dimensional exploratory research. However, empirical studies on the effects of genre and time conditions on the writing syntactic complexity of EFL learners, especially in domestic contexts, are rare. The purpose of this study is to explore whether genre and time conditions have an impact on the syntactic complexity of English majors and whether these two factors have a mutual influence on the syntactic complexity of English majors. The subjects were 30 sophomores majoring in English in a natural class at a university in Jiangxi Province. All subjects were required to write one article a month for a semester, that is, each subject wrote a total of 4 articles, and the study collected a total of 120 compositions. The researchers assigned the writing themes, types and writing time conditions of the four types of articles. Writing genre is argumentative or narrative, while writing time is arranged between time limited writing and non-time limited writing. After the writing data was collected, the authors used four indexes to calculate the syntactic complexity of writing: t unit length (W / T), clause length (W / C), T unit complexity ratio) (C / T) and subordinate clause ratio (DC/C). Finally, the quantitative results were analyzed by SPSS 19.0. There are three main findings: first, on the influence of genre on syntactic complexity of English majors, argumentative genre can promote the complexity of written syntax more than narrative genre. However, the difference between the two genres is only significant in terms of unit length index (W/TW/C), not the other two density indicators (C/TDC/C). In other words, the superiority of argumentation in promoting the syntactic complexity of English writers does not extend in the density index. Secondly, on the influence of time condition on syntactic complexity of English majors, the researchers found that the W / C index of narrative writing was lower than that of non-time-limited writing. The writing syntax complexity of all subjects was higher than that of limited time writing. In addition, the argumentative papers under the condition of non-time-limited writing have a significantly higher length index (W/TW/C) than that of time-limited argumentative papers. It can be concluded that the influence of time condition on the complexity of written syntax is not as prominent as genre factor. Thirdly, it is found that genre factor and time condition factor have significant interaction effect in writing unit length index (W/TW/C) rather than density index (C/TDC/C). These statistical results confirm and explain the complex interaction among genre factors, temporal conditions and the complexity of written syntax. The above research results can bring the following enlightenment to the teaching: first, the teachers of writing teaching should adjust the curriculum flexibly by arranging different writing practices to adapt to the students' current writing interest and level. For example, various genres and writing tasks under different writing conditions. Secondly, writing teaching should avoid the excessive emphasis on some standardized writing modes and encourage students to write freely. Finally, writing teaching should encourage students to use more complex and diversified syntactic structures in their daily writing practice.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
【参考文献】
相关期刊论文 前10条
1 王海华;李贝贝;许琳;;中国英语学习者书面语水平发展个案动态研究[J];外语教学与研究;2015年01期
2 徐晓燕;王维民;熊燕宇;蒋婧;潘小燕;孙念红;;中国英语专业学生英语议论文句法复杂性研究[J];外语教学与研究;2013年02期
3 赵俊海;陈慧媛;;英语学习者书面语语法复杂度的测量研究[J];外语教学理论与实践;2012年01期
4 曾祥敏;;英语专业学生限时作文与平时作文句法复杂性之比较[J];解放军外国语学院学报;2011年05期
5 沈金花;鲍贵;;语言水平和体裁对英语学习者作文句法长度的影响[J];南京工业大学学报(社会科学版);2010年04期
6 张正厚;吕磊;乔发光;李秀芳;;不同构思时间对非英语专业学生英语写作质量的影响[J];外语界;2010年03期
7 鲍贵;;英语学习者语言复杂性变化对比研究[J];现代外语;2010年02期
8 鲍贵;;英语学习者作文句法复杂性变化研究[J];外语教学与研究;2009年04期
9 邵继荣;;任务类型和任务条件对EFL写作的影响[J];国外外语教学;2003年02期
10 王立非;作文语篇知识与课外非命题写作:影响英语写作水平因素的研究[J];外语界;2002年05期
，本文编号：2293500
本文链接：https://www.wllwen.com/waiyulunwen/yingyulunwen/2293500.html
