写作对中国英语学习者语言准确性和复杂性的影响研究
发布时间：2024-10-02 23:12
上世纪九十年代末以来,写作对外语学习的作用已经引起西方二语习得研究者的关注,“以写促学”成了国外二语习得与二语写作接口研究的一个重要议题。几乎与此同时,国内也出现了“写长法”、“读后续写”、“产出导向法”等与“写作的语言学习潜能”直接或间接相关的教学方法及其研究。但是,国内、国外学者在研究出发点、理论视角、侧重点、研究方法等方面均存在较大差异,与国外“以写促学”研究呼应、接轨的探索,国内基本尚未展开。而国外的已有研究,也主要从认知视角分析写作的语言学习潜能及其促学机理,理论视角较为单一,而且实证研究目前还相对缺乏,尤其尚未有与其他任务形式(如阅读、口头输出等)语言促学效果进行对比的实证研究。鉴于此,本文将21名受试分为写作组(7人)、阅读组(8人)和读写组(6人),采用“前测-干预-即时后测-延时后测”的研究设计,辅以深度访谈,尝试通过与阅读的对比,探究写作对我国英语专业学生语言准确性和复杂性的影响,以此检验写作的语言促学功效,并从认知与社会文化两个视角加以分析,具体回答(1)写作是否能够提高书面输出语言表达的准确性与复杂性?(2)与阅读相比,写作对语言准确性与复杂性的影响是否更加显著?...
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION
1.1 Research Background
1.2 Significance of the Study
1.3 Overview of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Theoretical Exploration of the Role of Writing in Second Language Learning
2.2 Empirical Studies on the Role of Writing in Second Language Learning
2.3 Summary
Chapter Three THEORETICAL BACKGROUND
3.1 Output Hypothesis
3.2 Noticing Hypothesis
3.3 Interaction Hypothesis
3.4 Sociocultural Theory
Chapter Four METHODOLOGY
4.1 Research Questions
4.2 Quantitative Design
4.2.1 Subjects
4.2.2 Measurement of the effectiveness of writing-to-learn
4.2.3 Instruments and evaluation guidelines
4.2.4 Procedures
4.2.5 Data collection and data analysis
4.3 Qualitative Design
4.3.1 Participants
4.3.2 Focus of the interviews
4.3.3 Procedures
Chapter Five RESULTS AND DISCUSSION
5.1 Results of the Tests on Accuracy and Complexity
5.2 Discussion of the Effects of the Three Tasks on L2 Development
5.2.1 The effects of writing on accuracy and complexity
5.2.2 The effects of reading on accuracy and complexity
5.2.3 The effects of reading+ writing on accuracy and complexity
5.2.4 The stable effects of writing on accuracy and complexity
5.2.5 Possible limitations of writing-to-learn
Chapter Six CONCLUSION
6.1 Major Findings
6.2 Implications
6.3 Limitations of the Study and Suggestions for Future Research
REFERENCES
APPENDICES
APPENDIX Ⅰ Writing Topics for the Tests
APPENDIX Ⅱ作者在攻读硕士学位期间发表论文的目录
本文编号：4006470
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION
1.1 Research Background
1.2 Significance of the Study
1.3 Overview of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Theoretical Exploration of the Role of Writing in Second Language Learning
2.2 Empirical Studies on the Role of Writing in Second Language Learning
2.3 Summary
Chapter Three THEORETICAL BACKGROUND
3.1 Output Hypothesis
3.2 Noticing Hypothesis
3.3 Interaction Hypothesis
3.4 Sociocultural Theory
Chapter Four METHODOLOGY
4.1 Research Questions
4.2 Quantitative Design
4.2.1 Subjects
4.2.2 Measurement of the effectiveness of writing-to-learn
4.2.3 Instruments and evaluation guidelines
4.2.4 Procedures
4.2.5 Data collection and data analysis
4.3 Qualitative Design
4.3.1 Participants
4.3.2 Focus of the interviews
4.3.3 Procedures
Chapter Five RESULTS AND DISCUSSION
5.1 Results of the Tests on Accuracy and Complexity
5.2 Discussion of the Effects of the Three Tasks on L2 Development
5.2.1 The effects of writing on accuracy and complexity
5.2.2 The effects of reading on accuracy and complexity
5.2.3 The effects of reading+ writing on accuracy and complexity
5.2.4 The stable effects of writing on accuracy and complexity
5.2.5 Possible limitations of writing-to-learn
Chapter Six CONCLUSION
6.1 Major Findings
6.2 Implications
6.3 Limitations of the Study and Suggestions for Future Research
REFERENCES
APPENDICES
APPENDIX Ⅰ Writing Topics for the Tests
APPENDIX Ⅱ作者在攻读硕士学位期间发表论文的目录
本文编号：4006470
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