水平配对对高中生合作写作中语言学习的影响

发布时间：2024-05-12 14:04

　　合作写作指两个或更多的学习者共同完成一篇文章。它是近二十年来外语教学研究的热点之一,有着坚实的理论基础和实证支撑。研究表明,合作写作促使学习者在表达意义的过程中关注语言的使用,并为他们提供了共享语言资源、共同解决语言问题的机会,从而促进语言学习。然而,在外语课堂中,学习者的外语水平存在差异,因此,在实施合作任务时如何对学生进行配对引起了教师和研究者的关注。一些研究者采用将相同语言水平或不同语言水平的学习者进行两两配对的方式,来探索不同的水平配对模式对合作写作任务中语言学习的影响。然而,这些研究多在二语环境下进行,且较多关注成年语言学习者,对于中国EFL环境下合作写作在高中英语教学中的应用,以及学习者语言水平差异对其在合作写作任务中语言学习的影响,相关研究较少。本研究采用定量和定性相结合的方法,试图探索不同水平配对模式对中国高中生合作写作中语言学习的影响。本研究以36名高中生为被试,根据英语水平高低将其两两配对,形成三个水平组,即高-高水平组(H-H)、高-低水平组(H-L)和低-低水平组(L-L),每个水平组各6对。每对学习者需完成一项合作写作任务和问卷调查,并在一周后接受测试。研究者...

【文章页数】：98 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Description of Collaborative Writing
    2.2 Theoretical Rationale for Collaborative Writing
        2.2.1 Interaction Hypothesis
        2.2.2 Output Hypothesis
        2.2.3 Sociocultural Theory
    2.3 Collaborative Writing and Languaging
        2.3.1 Introduction to Languaging
        2.3.2 Factors Affecting Languaging in Collaborative Writing
            2.3.2.1 Task Type
            2.3.2.2 L2 Proficiency
            2.3.2.3 Dyadic Relationships
    2.4 Collaborative Writing and Language Learning
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants and Pairing Types
    3.3 Research Instruments
        3.3.1 Collaborative Writing Task
        3.3.2 Collaborative Writing Questionnaire
        3.3.3 Tailor-made Dyad-specific Tests
    3.4 Research Procedure
    3.5 Data Collection and Analysis
        3.5.1 Identifying and Coding LREs
        3.5.2 Scoring Dyad-specific Tests
        3.5.3 Instruments of Data Analysis
Chapter Four Results
    4.1 Language Learning Involved in Collaborative Writing
    4.2 Language Learning across Proficiency Pairing Groups
    4.3 Retention of Language-related Episodes
    4.4 Retention of Language-related Episodes across Proficiency Pairing Groups
    4.5 Participants’Perception of Collaborative Writing and Proficiency Pairing
Chapter Five Discussion
    5.1 The Effect of Proficiency Pairing on Language Learning
    5.2 The Effect of Proficiency Pairing on the Retention of Language Learning
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions for Future Research
References
Appendix A Transcription Conventions
Appendix B Pictures Used in Jigsaw Task
Appendix C Collaborative Writing Questionnaire
Appendix D Examples of Tests
Appendix E Excerpts of LREs
Acknowledgements
About the Author



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