任务复杂度对中国大学生读后续写任务中语言表现和协同的影响
发布时间：2021-02-05 20:29
在任务型教学领域,任务复杂度对二语写作语言表现影响的相关研究越来越多。这些研究从不同维度操纵任务复杂度,采用了多种不同类型的写作任务,然而,迄今为止几乎没有研究涉及读后续写任务。另外,在读后续写研究领域,虽有大量的研究从不同方面探索了影响协同效应大小的因素,但鲜有研究者将任务复杂度这个因素考虑进来。为填补这些空缺,本研究依托Robinson的认知假说和三位一体框架,将任务复杂度和读后续写任务结合,旨在考察任务复杂度对读后续写任务中的语言表现和协同效应的影响。具体回答以下几个问题:（1）任务复杂度对读后续写任务中语言产出的复杂度,准确度,流利度有什么影响?（2）任务复杂度对读后续写任务中的协同有什么影响?（3）不同认知复杂度的读后续写任务中协同与二语表现的复杂度,准确度,流利度有什么关系?为回答以上问题,本研究采用了单因素组间设计,通过【+/-内容支持】变量控制读后续写任务的复杂度。简单任务是在续写的过程中提供20张含有故事后续情节的图片,复杂任务则是在续写的过程中不提供任何内容方面的提示。共有64位来自湖北某高校英语专业大二的中等水平的学生参加了本实验,最终收到了54份有效数据。通过S...
【文章来源】：广东外语外贸大学广东省
【文章页数】：99 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
1.1 Research Orientation
1.2 Rational and Significance of the Present Study
1.3 Key Research Questions
1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Overview
2.2 Task complexity
2.2.1 Definition of task and task complexity
2.2.2 Triadic Componential Framework
2.2.3 Cognition Hypothesis
2.3 Empirical studies on effects of task complexity on L2 writing
2.3.1 Empirical studies on different types of tasks
2.3.2 Empirical studies on task complexity with+/-content support
2.4 The reading-writing continuation task
2.4.1 Definition and design
2.4.2 Alignment in the reading-writing continuation task
2.5 Empirical studies on factors influencing alignment in the reading-writing continuation task
2.6 Comment on the previous studies
2.7 Summary
CHAPTER THREE METHODOLOGY
3.1 Overview
3.2 Research questions revisited
3.3 Variables and manipulation
3.4 Participants
3.5 Instruments
3.5.1 The reading-writing continuation task
3.5.2 The questionnaire
3.6 The Pilot study
3.7 Data collection
3.8 Data coding and analysis
3.8.1 Data coding
3.8.3 Data analysis
3.9 Summary
CHAPTER FOUR RESULTS FOR RESEARCH QUESTIONS
4.1 Overview
4.2 Results for research question1:effects of task complexity on learners’linguistic performance
4.3 Results for research question2:effects of task complexity on alignment
4.3.1 Linguistic alignment at the lexical level
4.3.2 Linguistic alignment at the phrasal and clausal level
4.4 Results for research question3:correlations between linguistic performance and alignment
4.5 Summary
CHAPTER FIVE DISCUSSION
5.1 Overview
5.2 Discussion for research question 1
5.3 Discussion for research question 2
5.4 Discussion for research question 3
5.5 Summary
CHAPTER SIX CONCLUSIONS AND IMPLICATIONS
6.1 Overview
6.2 Summary of major findings
6.3 Implications
6.3.1 Theoretical implications
6.3.2 Methodological implications
6.3.3 Pedagogical implications
6.4 Limitations and recommendations for future research
6.5 Summary
REFERENCES
APPENDICES
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
【参考文献】：
期刊论文
[1]读后续写任务的文本复杂度协同及其对准确度的影响[J]. 辛声,李丽霞. 解放军外国语学院学报. 2020(01)
[2]以“续”促学[J]. 王初明. 现代外语. 2016(06)
[3]读后续写何以有效促学[J]. 王初明. 外语教学与研究. 2015(05)
[4]内容要创造 语言要模仿——有效外语教学和学习的基本思路[J]. 王初明. 外语界. 2014(02)
[5]读后续写——提高外语学习效率的一种有效方法[J]. 王初明. 外语界. 2012(05)
[6]学相伴 用相随——外语学习的学伴用随原则[J]. 王初明. 中国外语. 2009(05)
[7]以写促学——一项英语写作教学改革的试验[J]. 王初明,牛瑞英,郑小湘. 外语教学与研究. 2000(03)
本文编号：3019530
【文章来源】：广东外语外贸大学广东省
【文章页数】：99 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
1.1 Research Orientation
1.2 Rational and Significance of the Present Study
1.3 Key Research Questions
1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Overview
2.2 Task complexity
2.2.1 Definition of task and task complexity
2.2.2 Triadic Componential Framework
2.2.3 Cognition Hypothesis
2.3 Empirical studies on effects of task complexity on L2 writing
2.3.1 Empirical studies on different types of tasks
2.3.2 Empirical studies on task complexity with+/-content support
2.4 The reading-writing continuation task
2.4.1 Definition and design
2.4.2 Alignment in the reading-writing continuation task
2.5 Empirical studies on factors influencing alignment in the reading-writing continuation task
2.6 Comment on the previous studies
2.7 Summary
CHAPTER THREE METHODOLOGY
3.1 Overview
3.2 Research questions revisited
3.3 Variables and manipulation
3.4 Participants
3.5 Instruments
3.5.1 The reading-writing continuation task
3.5.2 The questionnaire
3.6 The Pilot study
3.7 Data collection
3.8 Data coding and analysis
3.8.1 Data coding
3.8.3 Data analysis
3.9 Summary
CHAPTER FOUR RESULTS FOR RESEARCH QUESTIONS
4.1 Overview
4.2 Results for research question1:effects of task complexity on learners’linguistic performance
4.3 Results for research question2:effects of task complexity on alignment
4.3.1 Linguistic alignment at the lexical level
4.3.2 Linguistic alignment at the phrasal and clausal level
4.4 Results for research question3:correlations between linguistic performance and alignment
4.5 Summary
CHAPTER FIVE DISCUSSION
5.1 Overview
5.2 Discussion for research question 1
5.3 Discussion for research question 2
5.4 Discussion for research question 3
5.5 Summary
CHAPTER SIX CONCLUSIONS AND IMPLICATIONS
6.1 Overview
6.2 Summary of major findings
6.3 Implications
6.3.1 Theoretical implications
6.3.2 Methodological implications
6.3.3 Pedagogical implications
6.4 Limitations and recommendations for future research
6.5 Summary
REFERENCES
APPENDICES
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
【参考文献】：
期刊论文
[1]读后续写任务的文本复杂度协同及其对准确度的影响[J]. 辛声,李丽霞. 解放军外国语学院学报. 2020(01)
[2]以“续”促学[J]. 王初明. 现代外语. 2016(06)
[3]读后续写何以有效促学[J]. 王初明. 外语教学与研究. 2015(05)
[4]内容要创造 语言要模仿——有效外语教学和学习的基本思路[J]. 王初明. 外语界. 2014(02)
[5]读后续写——提高外语学习效率的一种有效方法[J]. 王初明. 外语界. 2012(05)
[6]学相伴 用相随——外语学习的学伴用随原则[J]. 王初明. 中国外语. 2009(05)
[7]以写促学——一项英语写作教学改革的试验[J]. 王初明,牛瑞英,郑小湘. 外语教学与研究. 2000(03)
本文编号：3019530
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