续写任务类型和二语水平对英语写作词汇丰富性的影响研究

发布时间：2024-04-22 19:19

　　词汇丰富性是从广度上衡量学生词汇使用的重要指标。在过去的几十年里,学者们对于学生词汇丰富性的发展模式以及词汇丰富性与写作质量的关系进行了大量研究。但前人关于词汇丰富性影响因素的研究较为局限。鉴于此,本研究探讨续写任务类型对于不同水平学生词汇丰富性的影响。本研究旨在解决如下三个研究问题:(1)读后续写任务和关键词提示续写任务对学生英语写作词汇丰富性产生何种影响?续写任务类型的影响是以何种方式体现在词汇多样性,词汇复杂性和词汇密度上的?(2)学生的高低水平对学生英语写作词汇丰富性产生何种影响?二语水平的影响是以何种方式体现在词汇多样性,词汇复杂性和词汇密度上的?(3)续写任务类型和学生二语水平对学生词汇丰富性的表现产生何种交互影响?为回答以上三个问题,山东省某重点大学共计82名英语专业学生参与此次研究。其中,40名大三学生为高水平学生,42名大一学生为低水平学生。22名高水平学生和22名低水平学生完成读后续写任务。18名高水平学生和20名低水平学生完成关键词提示续写任务。定量研究使用Range 32词汇软件处理和分析学生的写作文本,数据用于描述性分析,独立样本t检验,曼-惠特尼U检验和单因...

【文章页数】：127 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Statement of the Problem
    1.3 Purpose and Method of the Study
    1.4 Significance of the Study
    1.5 Organization of the Thesis
Chapter Two Literature Review
    2.1 Introduction
    2.2 Definitions of Key Terms
        2.2.1 Lexical Richness
        2.2.2 Continuation Task
    2.3 Previous Studies on Lexical Richness
        2.3.1 Studies on Lexical Richness and Writing Quality
        2.3.2 Studies on Factors Influencing Lexical Richness
        2.3.3 Studies on Developmental Features of Lexical Richness
    2.4 Previous Studies on Continuation Tasks
        2.4.1 Studies on Continuation Tasks at Word and Phrase Levels
        2.4.2 Studies on Continuation Tasks at Sentence and Discourse Levels
    2.5 Research Gaps and Research Questions
    2.6 Chapter Summary
Chapter Three Methodology
    3.1 Introduction
    3.2 Participants
    3.3 Writing Tasks
    3.4 Source of Data
    3.5 Data Collection Procedure
        3.5.1 Conducting the Pilot Study
        3.5.2 Collecting Students' Writing Samples
    3.6 Data Analysis Framework
        3.6.1 Measurements of Lexical Richness
        3.6.2 Analyzing the Writing Samples
        3.6.3 Statistical Treatment with SPSS
        3.6.4 Qualitative Analysis of the Data
    3.7 Chapter Summary
Chapter Four Results and Discussion
    4.1 Introduction
    4.2 Continuation Task Types and Lexical Richness
        4.2.1 Lexical Richness in Reading-to-write Continuation Task
        4.2.2 Lexical Richness in Keyword-cued Continuation Task
        4.2.3 Cross-type Comparison of Lexical Richness
    4.3 Proficiency Levels and Lexical Richness
        4.3.1 Lexical Richness of High-level Students
        4.3.2 Lexical Richness of Low-level Students
        4.3.3 Cross-level Comparison of Lexical Richness
    4.4 Task Types, Proficiency Levels and Lexical Richness
        4.4.1 Lexical Richness in High-level Reading-to-write Task Group
        4.4.2 Lexical Richness in High-level Keyword-cued Task Group
        4.4.3 Lexical Richness in Low-level Reading-to-write Task Group
        4.4.4 Lexical Richness in Low-level Keyword-cued Task Group
        4.4.5 Cross-Group Comparison of Lexical Richness
    4.5 General Discussion
        4.5.1 The Alignment Effect of the Reading-to-write Continuation Task
        4.5.2 The Facilitating Effect of English Proficiency
        4.5.3 More Positive Effects on Low-proficient Students
    4.6 Chapter Summary
Chapter Five Conclusion
    5.1 Summary of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Future Studies
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
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