个体差异因素对多语学习者二语与三语写作发展影响的动态研究
发布时间：2018-08-14 18:07
【摘要】：本历时研究从动态系统理论的角度出发,对定量数据和定性数据进行了详细的分析,考察了以下两个主要方面:第一,六位多语学习者二语和三语写作(以复杂性、准确性、流利性为出发点)的动态复杂发展状况;第二,动机和学习策略这两个个体差异因素的动态变化以及两者之间的交互作用。同时,本研究还从定性的角度探索了动机与学习策略的变化以及该变化对多语学习者二语和三语写作的影响。定量分析结果表明,从复杂性、准确性、流利性三方面出发,所有多语学习者个体在二语和三语写作上表现出完全不同的发展模式,且个体之间显示出明显差异。在组内整体层面上来看,写作的不同方面以不同速度发展。除个别例外,整体来说三语写作发展速度高于二语写作。此外,二语写作和三语写作不仅以不同模式发展,而且两者之间的关系也随时间迁移而时刻发生变化。同时,复杂性、准确性、流利性这三者,两两之间也存在着不同的关系。另外,大部分多语学习者的二语动机和三语动机都在一定程度上相关,且其二语学习策略和三语学习策略显著相关。相比于学习动机,多语学习者的学习策略表现出更为显著的变化,且这些变化对二语写作和三语写作都产生了实质性的影响。本研究主要得出一下三个主要启示:第一,多语学习者的写作水平呈动态复杂的方式发展,从动态的角度去探索每个个体的写作发展能在一定程度上更为详细得了解多语学习者的写作水平如何以及为什么发展。第二,语言本身是一个复杂的系统,语言学习更是一个复杂且动态的过程,由此可见,同时学习两门外语是更为复杂的过程,在此情况下,用整体观同时考察两个进程能宏观把握多语学习者的发展情况。最后,个体差异因素在多语学习中发挥着十分重要的作用,因此,在探索学习者个体如何以及为何以完全不同轨迹发展时,考察个体差异因素至关重要。
[Abstract]:From the perspective of dynamic system theory, this diachronic study makes a detailed analysis of quantitative and qualitative data, and examines the following two main aspects: first, six multilingual learners write in second and third languages (with complexity, accuracy and accuracy). Second, the dynamic changes of motivation and learning strategies as well as the interaction between them. At the same time, the study also explores the changes in motivation and learning strategies from a qualitative perspective and the effects of these changes on multilingual second and third language writing. The results of quantitative analysis show that, from the aspects of complexity, accuracy and fluency, all multilingual learners exhibit completely different development patterns in second and third language writing, and there are obvious differences among individuals. At the overall level, different aspects of writing develop at different speeds. Apart from a few exceptions, trilingual writing develops faster than second language writing on the whole. In addition, L2 writing and trilingual writing not only develop in different modes, but also the relationship between them changes with time. At the same time, complexity, accuracy and fluency also have different relationships. In addition, the second and third language motivations of most multilingual learners are related to some extent, and the second language learning strategies are significantly related to the third language learning strategies. Compared with learning motivation, multilingual learners' learning strategies show more significant changes, and these changes have a substantial impact on both second and third language writing. The main findings of this study are as follows: first, the writing level of multilingual learners develops in a dynamic and complex way. To a certain extent, exploring the writing development of each individual from a dynamic perspective can provide a more detailed understanding of how and why multilingual learners develop their writing skills. Second, language itself is a complex system, and language learning is a complex and dynamic process. It can be seen that learning two foreign languages at the same time is a more complex process. In this case, The two processes can grasp the development of multilingual learners from a holistic perspective. Finally, individual differences play an important role in multilingual learning. Therefore, it is very important to examine individual differences in exploring how and why learners develop in completely different trajectories.
【学位授予单位】：太原理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H05
本文编号：2183682
[Abstract]:From the perspective of dynamic system theory, this diachronic study makes a detailed analysis of quantitative and qualitative data, and examines the following two main aspects: first, six multilingual learners write in second and third languages (with complexity, accuracy and accuracy). Second, the dynamic changes of motivation and learning strategies as well as the interaction between them. At the same time, the study also explores the changes in motivation and learning strategies from a qualitative perspective and the effects of these changes on multilingual second and third language writing. The results of quantitative analysis show that, from the aspects of complexity, accuracy and fluency, all multilingual learners exhibit completely different development patterns in second and third language writing, and there are obvious differences among individuals. At the overall level, different aspects of writing develop at different speeds. Apart from a few exceptions, trilingual writing develops faster than second language writing on the whole. In addition, L2 writing and trilingual writing not only develop in different modes, but also the relationship between them changes with time. At the same time, complexity, accuracy and fluency also have different relationships. In addition, the second and third language motivations of most multilingual learners are related to some extent, and the second language learning strategies are significantly related to the third language learning strategies. Compared with learning motivation, multilingual learners' learning strategies show more significant changes, and these changes have a substantial impact on both second and third language writing. The main findings of this study are as follows: first, the writing level of multilingual learners develops in a dynamic and complex way. To a certain extent, exploring the writing development of each individual from a dynamic perspective can provide a more detailed understanding of how and why multilingual learners develop their writing skills. Second, language itself is a complex system, and language learning is a complex and dynamic process. It can be seen that learning two foreign languages at the same time is a more complex process. In this case, The two processes can grasp the development of multilingual learners from a holistic perspective. Finally, individual differences play an important role in multilingual learning. Therefore, it is very important to examine individual differences in exploring how and why learners develop in completely different trajectories.
【学位授予单位】：太原理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H05
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