协同视角下英语读后续写任务对高中生思辨能力发展的影响

发布时间：2018-06-29 01:38

本文选题：读后续写 + 思辨能力发展　；参考：《南京师范大学》2017年硕士论文

【摘要】：思辨能力是当代教育的一项核心内容,高中学生的思辨能力发展也已成为高中英语学科核心素养的内涵和要求之一。近年来,二语习得领域关于思辨能力培养的研究正方兴未艾,但在课程实践中,“综合语言运用能力”仍是英语教学的重要目标和评价标准,学生的思辨能力发展常常因让步于语言知识的学习和语言能力的练习而被弱化甚至边缘化,我国外语教学“普遍过分强调语言的交际功能,而弱化其信息功能和思维功能”的现象仍未得到彻底解决,开发一种能够同时关照到语言能力和思辨能力的教学模式成为亟务。本研究正是立足于这样的背景,将读后续写任务作为研究对象,在确认其提高二语学习者语言能力和语言表现的功能的基础之上,将目光置于其对思辨能力发展的影响,旨在解决如下三个问题:1.高中学生的思辨能力水平现状如何,与其语言水平是否有关? 2.读后续写任务是否能够有效促进思辨能力发展? 3.如果能,其提高思辨能力的过程和机理如何?针对这三个问题,本研究包括两个实证研究,共为期9周。研究一是一项准实验研究,针对前两个研究问题,以某中学高二学生为实验对象,实验组接受读后续写任务,对照组接受传统的话题写作(无阅读材料)任务,通过前后测结果分别测量和比较两种任务类型对于思辨能力发展的影响。研究二是一项质性研究,以有声思维法记录和分析学生在进行读后续写时的思维过程,以期回答最后一个研究问题。研究取得如下发现:1.目前高中学生的思辨能力水平总体较弱,且与其语言水平存在中度的正相关性;2.读后续写任务对于思辨能力发展的促进明显,相比于传统的话题写作(无阅读材料)效果更好,且对于语言水平较低的学生助益更大;3.其中的原因在于,学生在完成读后续写任务时,为保证续写内容和结构的连贯性和逻辑性会不断与原文产生协同,而此协同过程对于学生的认知和思维提出要求,从而有利于其思辨能力的锻炼和发展。因此本研究认为,读后续写任务能够同时促进学生的语言能力和思辨能力发展,是一种高效、实用、值得研究和推广的英语读写任务。
[Abstract]:Speculative ability is a core content of contemporary education, and the development of high school students' speculative ability has become one of the connotations and requirements of high school English subject core literacy. In recent years, the research on the cultivation of speculative ability in the field of second language acquisition (SLA) is in the ascendant, but in the course practice, "Comprehensive language competence" is still an important goal and evaluation standard of English teaching. The development of students' speculative ability is often weakened or even marginalized by concessions to the study of language knowledge and the practice of language competence. In our country, foreign language teaching "generally places too much emphasis on the communicative function of language." But the phenomenon of weakening its information function and thinking function "has not been solved thoroughly, so it is urgent to develop a teaching mode which can take care of both language ability and speculative ability at the same time." This study is based on this background, taking the task of writing after reading as the object of study. On the basis of confirming its function of improving the language competence and language performance of second language learners, the present study focuses on its influence on the development of speculative competence. The aim is to solve the following three questions: 1. What is the current level of high school students' speculative ability, and whether it has something to do with their language proficiency? 2. Can the task of writing after reading effectively promote the development of speculative ability? 3. If so, what is its process and mechanism for improving its speculative ability? In response to these three questions, this study includes two empirical studies for a total of 9 weeks. The first study was a quasi-experimental study, which aimed at the first two research questions. The experimental group accepted the task of rewriting after reading and the control group received the traditional task of topic writing (no reading material). The effects of two task types on the development of speculative ability were measured and compared by the results of pre-and post-test. The second is a qualitative study, which records and analyzes the thinking process of the students after reading and writing with the method of sound thinking, in order to answer the last research question. The study found the following: 1. At present, the level of thinking ability of senior high school students is generally weak, and there is a moderate positive correlation with their language level. The task of continuing writing after reading can promote the development of speculative ability more effectively than traditional topic writing (no reading material) and it is more helpful to the students with lower language proficiency than the traditional topic writing (no reading material). The reason is that, in order to ensure the coherence and logic of the content and structure of the continuation, the students will continue to cooperate with the original text when they finish the tasks after reading, and this collaborative process demands the students' cognition and thinking. Thus, it is beneficial to the exercise and development of its speculative ability. Therefore, this study holds that the task of writing after reading can promote the development of students' language ability and speculative ability at the same time, and it is an efficient, practical and worth studying and popularizing task in English reading and writing.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】