任务复杂度对EFL课堂生—生互动的影响研究
发布时间：2019-03-08 12:40
【摘要】：英语课堂中任务研究的一个分支考察仟务内在的认知复杂度对学习者在任务完成中的语言表现和互动特点等的影响。在关于任务认知复杂度的理论假设中,Robinson将任务复杂度划分了不同维度,认为在由元素数量、推理要求等控制的资源导向维度上,任务复杂度增加反而使学习者语言表现更佳,也更有可能产生协商互动。本研究旨在进一步验证Robinson的假设,通过元素数量和推理要求二个自变量来操控任务复杂度,考察其对因变量——学习者在任务完成过程中互动话语量和协商互动特性的影响。来自江苏某高校本科非英语专业,英语中等偏低水平的56名学生参加了实验。学生被随机分配到简单任务组和复杂任务组并自由配对,二个组均为14对。两组均被要求完成一项关于参观路线的“做决定”任务,简单任务中任务元素较少,且所需推理较少；复杂任务中任务元素较多、需进行较多推理。所有小组完成任务过程被全程录音并被转写。研究者对转录文本所做的定量分析主要包括：两个组各自在互动中产出的话语量、话轮转换和协商互动数量、不同协商策略和协商内容的分布比例,以及修饰性输出的数量等。两个组的上述指标均使用SPSS进行差异显著检验。此外,针对重要的协商片段进行了定性分析,以揭示任务复杂度对学生互动的具体影响。主要研究结果如下：1.就互动话语量而言,复杂任务组产生的总话语量多,且组间差异达到显著。但从具体的复杂度变量看,在操控元素数量的部分,两个组的话语量差异不显著；而在操控推理需求的部分,则差异显著。2.在互动协商特性上,复杂任务比简单任务激发了更多的话轮转换,且有显著差异。但同话语量相同,操控元素数量并未造成话轮数量的显著差异。而在操控推理需求的部分,则出现了显著性差异。3.就协商互动的策略使用看,在总的使用频率上复杂任务组高于简单任务组；在具体的协商策略种类上,复杂组使用确认核查.要求澄清和反驳的频次显著高于简单任务组,而其余的协商策略差异不显著。4.从协商互动的话题内容看,复杂任务组的意义协商和内容协商的比例大于简单任务组,差异均达到显著水平；但两个组在形式协商的比例上未表现出显著性差异。在两个组内部,内容协商的比例均为最高；此外,在简单组中形式协商多于意义协商。5.修饰输出方面,在两组中均为接受意见的比例最高。复杂任务中意义澄清更多,所占比例也更高；而在形式协商的语言领会上,简单任务中数量更多,但是复杂任务中语言领会的比例更高。从研究结果看,本研究总体上支持了Robinson的假说,但部分研究结果还不一致。其原因之一可能与完成任务者的语言水平有关,今后研究需加以控制或将其作为协变量。本研究能为任务研究和外语课堂任务设计实践提供一定的启示。
[Abstract]:A branch of task study in English classroom examines the effects of cognitive complexity on learners' language performance and interaction in task completion. In the theoretical hypothesis of task cognitive complexity, Robinson divides task complexity into different dimensions, and considers that increasing task complexity makes learners perform better in resource-oriented dimensions controlled by the number of elements, reasoning requirements, and so on. It is also more likely to produce consultative interaction. The purpose of this study is to further test the hypothesis of Robinson. The task complexity is manipulated by the number of elements and the reasoning requirement of two independent variables, and the influence of the variables on the interactive discourse quantity and negotiation interaction characteristics of learners during task completion is investigated. Fifty-six non-English majors and low English majors from a university in Jiangsu Province participated in the experiment. Students were randomly assigned to simple task groups and complex task groups and matched freely, with 14 pairs in both groups. Both groups were asked to complete a "decision-making" task on the tour route, with fewer task elements and less reasoning required for simple tasks, and more task elements for complex tasks, which required more reasoning. All teams were recorded and transferred throughout the task. The quantitative analysis of transcribed text mainly includes the quantity of speech produced by the two groups in interaction, the number of turn-switching and negotiation interaction, the distribution ratio of different negotiation strategies and negotiation contents, and the quantity of modified output, etc. The above indexes of the two groups were tested by SPSS. In addition, qualitative analysis of important negotiation segments is carried out to reveal the specific impact of task complexity on student interaction. The main findings are as follows: 1. As far as interactive discourse quantity is concerned, complex task groups produce a large amount of total discourse, and the differences between groups are significant. However, from the point of view of specific complexity variables, there was no significant difference between the two groups in the number of manipulation elements, while in the part of manipulation reasoning requirements, the difference was significant. 2. In interactive negotiation, complex tasks stimulate more turn-switching than simple tasks, and there are significant differences. However, the same number of words, the number of manipulation elements did not cause significant differences in the number of turns. On the other hand, there is a significant difference in the manipulation of reasoning requirements. 3. In terms of the strategy usage of negotiation interaction, the complex task force is higher than the simple task force in the overall usage frequency, and in the specific negotiation strategy type, the complex group uses confirmation verification. The frequency of requests for clarification and rebuttal was significantly higher than that of the simple task force, while the remaining negotiation strategies did not differ significantly. 4. From the content of negotiation and interaction, the ratio of meaning negotiation and content negotiation in complex task group is higher than that in simple task group, and the difference is significant, but there is no significant difference in the proportion of formal negotiation between the two groups. In both groups, the ratio of content negotiation was the highest; in addition, in simple groups, formal negotiation was more than meaning negotiation. 5. In terms of modification output, the highest percentage in both groups was accepted. In complex tasks, meaning clarification is greater and the proportion is higher, while in formal negotiation, the number of simple tasks is more than that in complex tasks, but the proportion of language comprehension in complex tasks is higher. The results show that this study generally supports Robinson's hypothesis, but some of the results are not consistent. One of the reasons may be related to the language level of the task holder, which needs to be controlled or regarded as a covariable in future studies. This study can provide some inspiration for task research and foreign language classroom task design practice.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3
，
本文编号：2436818
[Abstract]:A branch of task study in English classroom examines the effects of cognitive complexity on learners' language performance and interaction in task completion. In the theoretical hypothesis of task cognitive complexity, Robinson divides task complexity into different dimensions, and considers that increasing task complexity makes learners perform better in resource-oriented dimensions controlled by the number of elements, reasoning requirements, and so on. It is also more likely to produce consultative interaction. The purpose of this study is to further test the hypothesis of Robinson. The task complexity is manipulated by the number of elements and the reasoning requirement of two independent variables, and the influence of the variables on the interactive discourse quantity and negotiation interaction characteristics of learners during task completion is investigated. Fifty-six non-English majors and low English majors from a university in Jiangsu Province participated in the experiment. Students were randomly assigned to simple task groups and complex task groups and matched freely, with 14 pairs in both groups. Both groups were asked to complete a "decision-making" task on the tour route, with fewer task elements and less reasoning required for simple tasks, and more task elements for complex tasks, which required more reasoning. All teams were recorded and transferred throughout the task. The quantitative analysis of transcribed text mainly includes the quantity of speech produced by the two groups in interaction, the number of turn-switching and negotiation interaction, the distribution ratio of different negotiation strategies and negotiation contents, and the quantity of modified output, etc. The above indexes of the two groups were tested by SPSS. In addition, qualitative analysis of important negotiation segments is carried out to reveal the specific impact of task complexity on student interaction. The main findings are as follows: 1. As far as interactive discourse quantity is concerned, complex task groups produce a large amount of total discourse, and the differences between groups are significant. However, from the point of view of specific complexity variables, there was no significant difference between the two groups in the number of manipulation elements, while in the part of manipulation reasoning requirements, the difference was significant. 2. In interactive negotiation, complex tasks stimulate more turn-switching than simple tasks, and there are significant differences. However, the same number of words, the number of manipulation elements did not cause significant differences in the number of turns. On the other hand, there is a significant difference in the manipulation of reasoning requirements. 3. In terms of the strategy usage of negotiation interaction, the complex task force is higher than the simple task force in the overall usage frequency, and in the specific negotiation strategy type, the complex group uses confirmation verification. The frequency of requests for clarification and rebuttal was significantly higher than that of the simple task force, while the remaining negotiation strategies did not differ significantly. 4. From the content of negotiation and interaction, the ratio of meaning negotiation and content negotiation in complex task group is higher than that in simple task group, and the difference is significant, but there is no significant difference in the proportion of formal negotiation between the two groups. In both groups, the ratio of content negotiation was the highest; in addition, in simple groups, formal negotiation was more than meaning negotiation. 5. In terms of modification output, the highest percentage in both groups was accepted. In complex tasks, meaning clarification is greater and the proportion is higher, while in formal negotiation, the number of simple tasks is more than that in complex tasks, but the proportion of language comprehension in complex tasks is higher. The results show that this study generally supports Robinson's hypothesis, but some of the results are not consistent. One of the reasons may be related to the language level of the task holder, which needs to be controlled or regarded as a covariable in future studies. This study can provide some inspiration for task research and foreign language classroom task design practice.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3
，
本文编号：2436818
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