任务复杂度对二语口语和写作产出的影响

发布时间：2018-05-02 20:26

本文选题：任务复杂度 + 任务模式　；参考：《广东外语外贸大学》2017年硕士论文

【摘要】：自从Robinson提出认知假说以来,许多关于任务复杂度对二语产出的影响的研究已经证实了二语学习者的任务表现会受任务复杂度的影响。但是,前人大多数的研究只是侧重在研究任务复杂度在口语或者写作某一单一模式下产生的影响,也就是说,只有少数几个研究将任务复杂度和任务模式结合在一起考察。本研究基于认知假说的理论框架,通过研究任务复杂度和任务模式对二语学习者在任务中的语言表现的影响来弥补前人的不足。研究问题有三个:1)任务复杂度分别对二语学习者在口语和写作任务中的准确性、句法复杂度和词汇丰富性有什么影响?2)在不同任务复杂度的条件下,二语学习者在口语和写作任务中的表现有不同吗?如果有,任务模式对二语产出有什么影响?3)任务复杂度和任务模式对二语产出有没有交互影响?为回答这三个研究问题,本研究设计了两种模式下两种复杂度的图片叙事任务,简单任务的图片是有结构的,而复杂任务是无结构的。41名来自广东外语外贸大学的中等偏上水平的英语专业学生参加了本次实验,受试被随机分为简单组和复杂组。因此两组的受试都必须在口语模式下和写作模式下分别完成一个任务,受试分别有5分钟的时间完成口语任务和15分钟完成写作任务,经检验这两个任务的难度相当。最终一共收集了82份数据,用于进一步分析任务产出的准确性、句法复杂度和词汇多样性。通过数据分析得到以下结果:1)本研究通过在资源分散型的维度操纵任务结构这一变量提高任务复杂度,只对写作环境下的二语产出的准确度产生了显著影响。2)不论是在简单任务还是复杂任务中,任务模式只显著地影响二语产出的准确性和词汇多样性,具体来说,学习者在写作任务中的产出更加准确并且所使用的词汇也更加丰富。3)任务复杂度和任务模式的交互影响只发生在二语产出的准确性方面。本研究的结果只在任务复杂度对写作产出的准确性的影响这一方面支持了认知假说,并且研究发现为认知假说的发展提供了实证依据,同时也为实际课堂的任务设计提供了教学启示。尽管Robinson提出任务复杂度应该作为教学任务排序的主要依据,但本研究表明为了推动学生最大限度地发挥他们的语言潜能,在任务设计过程中任务模式对二语产出的影响也应该考虑在其中。
[Abstract]:Since Robinson proposed the cognitive hypothesis, many studies on the effect of task complexity on second language output have confirmed that second language learners' task performance is influenced by task complexity. However, most previous studies only focus on the impact of task complexity on a single pattern of spoken or writing, that is, only a few studies combine task complexity with task patterns. Based on the theoretical framework of cognitive hypothesis, this study makes up for the shortcomings of previous researchers by studying the effects of task complexity and task pattern on the language performance of L2 learners in task. There are three: 1) task-complexity effects on the accuracy, syntactic complexity and lexical richness of L2 learners in oral and writing tasks, respectively. Do L2 learners perform differently in oral and writing tasks? If so, what effect does task mode have on L2 output? (3) does task complexity and task mode interact with L2 output? In order to answer these three research questions, we designed two kinds of complex picture narrative tasks in two modes. The complex task is unstructured. Forty-one English majors from Guangdong University of Foreign Studies and Foreign Trade participated in the experiment. The subjects were randomly divided into simple group and complex group. Therefore, both groups have to complete one task in oral mode and writing mode, and the subjects have 5 minutes to complete oral task and 15 minutes to complete writing task. A total of 82 data were collected to further analyze the accuracy, syntactic complexity and lexical diversity of task outputs. Through the data analysis, we get the following result: 1) in this study, we improve the task complexity by manipulating the task structure in the decentralized dimension. In both simple and complex tasks, task patterns only significantly affect the accuracy and lexical diversity of L2 outputs, specifically, in both simple and complex tasks. Learners' output in writing tasks is more accurate and the vocabulary used is more abundant. 3) the interaction between task complexity and task patterns occurs only in the accuracy of L2 output. The results of this study only support the cognitive hypothesis in terms of the impact of task complexity on the accuracy of writing output and provide empirical evidence for the development of cognitive hypothesis. At the same time, it also provides teaching enlightenment for practical classroom task design. Although Robinson proposes that task complexity should be the main basis for teaching task ranking, this study shows that in order to promote students to maximize their language potential, In the process of task design, the influence of task pattern on L2 output should also be considered.
【学位授予单位】：广东外语外贸大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H09

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