停顿视角下读后续写中的协同行为

发布时间：2021-08-17 12:15

　　目前,已有众多研究力证了读后续写对于二语学习的促进作用（如Wang&Wang 2015;姜琳、陈锦2015;Zhang 2017等）。而隐藏在读后续写中的那一“神秘力量”便是协同效应,一种人们在互动中相互配合、动态调整、彼此适应的社会认知过程。协同会发生在不同的层面,包括情景模式层面和语言层面。情景模式层面的协同涉及至少五个维度,分别是时间,地点,人物与物体,意图与因果。而语言层面的协同则指的是词汇、短语、句子等层面的协同。之前的很多相关研究都以对比输入文本与学习者产出的文本的方式研究了语言层面的协同,而情景模式层面协同的分析则相对空白。本研究试图从停顿的角度出发,更加深入地了解在写作过程中的协同效应,并尝试回答以下两个问题:1)在完成读后续写任务时,写作者是如何与输入文本在情景模式层面和语言层面协同的?2)写作者在与协同有关的停顿处进行了何种认知活动?为了回答以上问题,研究者运用两个故事类读后续写任务进行了一次实证研究。八名来自中国南部某大学的英语专业一年级学生参加了此次研究。实验主要包括两个部分。首先,他们被要求在电脑上独立完成读后续写任务。实验所用的电脑已提前安装好软件I... 

【文章来源】：广东外语外贸大学广东省

【文章页数】：104 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research background
    1.2 Research rationale and significance
    1.3 Research questions
    1.4 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Alignment
        2.2.1 The definition of alignment
        2.2.2 Research on alignment at different levels
    2.3 The continuation task
        2.3.1 The introduction to the continuation task
        2.3.2 The previous studies on the continuation task
    2.4 Summary
CHAPTER THREE METHODOLOGY
    3.1 Overview
    3.2 Participants
    3.3 Instruments
        3.3.1 Input materials
        3.3.2 Inputlog
        3.3.3 Stimulated recall
    3.4 Procedures
    3.5 Data collection and analyses
        3.5.1 Analysis on the stimulated recall protocols
        3.5.2 Analysis on the videotapes of writing processes
        3.5.3 Analysis on the compositions
        3.5.4 Analysis on the alignment-related pauses
    3.6 Summary
CHAPTER FOUR FINDINGS OF THE STUDY
    4.1 Overview
    4.2 The general processes of continuation task
        4.2.1 A general description about pre-writing processes:the readingprocesses
        4.2.2 A general description about the while-writing processes:pausebehaviors
        4.2.3 A general description about the after-writing processes:revisionprocesses
        4.2.4 A general description about the output compositions
    4.3 Alignments at different levels
        4.3.1 Alignment at situational levels
        4.3.2 Alignments at linguistic levels
        4.3.3 Alignments at other levels
        4.3.4 Re-reading as a strategy to enhance alignment
    4.4 Analysis of the alignment-related pauses
        4.4.1 Representations of cognitive activities
        4.4.2 Frequencies of cognitive activities during the alignment-relatedpauses
    4.5 Summary
CHAPTER FIVE DISCUSSION AND CONCLUSION
    5.1 Overview
    5.2 Summary of major findings
    5.3 Discussion and implications
    5.4 Limitations and recommendations for the future
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
在校期间发表论文清单


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