读写任务的练习频次对高中生英语写作的影响
发布时间：2018-11-24 19:01
【摘要】：频次效应最早源自于心理学,随后,它在二语习得领域也受到广泛的关注。由于语言学领域在过去的几十年里都被“语言学习先天论”垄断,练习频次的作用一直不受重视。但是近年来,随着新兴科学的兴起,他们的研究结果对“语言先天论”提出质疑而提出频次在语言学习中发挥着无可替代的作用。然而纵观国内外相关文献后发现,有关频次效应的研究都集中在口语和听力方面,涉及写作方面的研究几乎是空白。本研究从写作内容,组织结构和语言使用三方面探讨频次效应对高中生英语写作质量的影响。这项研究主要分析(1)在练习频次的影响下能否激发学生英语写作的兴趣?学生对频次写作持何种态度?(2)练习频次对写作内容,组织结构和语言使用有何影响?(3)练习频次能否有助于改善学生的英语写作水平?本研究以某重点高中三年级的两个平行班的学生作为研究对象,随机分为实验班和控制班进行了两轮写作任务为期七周的实验。实验在每周三晚进行。三次写作为一轮写作任务。实验前,分别向实验班和控制班发放相同的调查问卷调查受试对英语写作的态度。实验中,实验班在连续的3周内重复同一读写任务3次,而控制班在三周内分别完成3次不同的读写任务。接下来的三周重复同样的实验操作。在第七周,实验班和控制班用新题目完成相同的读写任务。实验结束后,再次向两个班发放不同的调查问卷,后测问卷补充部分只针对实验班。笔者汇总并分析学生在英语写作各个方面的进步,并汇总了写作内容,组织结构和语言使用方面的变化以及受试对频次练习的态度。数据的收集分为两部分。一是对受试者在实验过程中完成的写作任务进行数据收集和整理,从中分析他们在英语写作各方面的变化。二是对受试者进行问卷调查,了解他们对英语写作的态度,对练习频次的态度及评价。研究结果表明:实验结束后,实验班的同学对频次写作持肯定的态度,并增强了对英语写作的信心,但希望得到老师的教导和反馈;在频次练习的影响下,写作的内容有明显的进步,语言的流利性,准确性及词汇的复杂性都有显著变化。但在文章的组织结构和句法的复杂性上没有显著变化。控制班通过不同读写任务的练习,在以上几个方面也有一定的进步,但都没有达到显著性差异;频次写作可以提高受试的写作能力。本研究从多方面揭示了频次在二语读写任务中的作用,加深了我们对频次效应的理解,在写作教学中,教师要适当地采取频次练习的教学方法,充分利用练习频次对英语写作的影响,指导学生提高写作水平,增强写作信心。
[Abstract]:Frequency effect originates from psychology, and then, it is widely concerned in the field of second language acquisition. In the past decades, the field of linguistics has been monopolized by "innate theory of language learning", and the function of frequency of practice has been neglected. However, in recent years, with the rise of new science, their research results question the "theory of language innate" and propose that frequency plays an irreplaceable role in language learning. However, it is found that the study on frequency effect is mostly focused on oral English and listening, and the research on writing is almost blank. This study explores the effects of frequency on high school students' English writing quality in terms of writing content, organizational structure and language use. The main analysis of this study is as follows: (1) can students' interest in English writing be aroused under the influence of practice frequency? What is the attitude of students to frequent writing? (2) what is the effect of exercise frequency on writing content, organizational structure and language use? (3) can the frequency of practice contribute to the improvement of students' English writing proficiency? In this study, the students of two parallel classes in the third grade of a key high school were randomly divided into experimental class and control class for two rounds of writing tasks for seven weeks. The experiment is conducted every three nights. Writing three times is a writing task. Before the experiment, the same questionnaire was sent to the experimental class and the control class about their attitudes towards English writing. In the experiment, the experimental class repeated the same reading and writing task three times in three consecutive weeks, while the control class completed three different reading and writing tasks in three weeks. Repeat the same experiment for the next three weeks. In the seventh week, the experimental class and the control class complete the same reading and writing tasks with new topics. At the end of the experiment, different questionnaires were sent to the two classes again, and the supplementary part of the questionnaire was only for the experimental class. The author summarizes and analyzes the students' progress in all aspects of English writing, and summarizes the changes in writing content, organizational structure and language use, as well as the students' attitude towards frequent exercises. Data collection is divided into two parts. The first is to collect and organize the data of the subjects' writing tasks in the course of the experiment, and analyze their changes in all aspects of English writing. Second, questionnaire survey was conducted to find out their attitude towards English writing, their attitude to practice frequency and their evaluation. The results show that: after the experiment, the students in the experimental class hold a positive attitude towards frequency writing and enhance their confidence in English writing, but they hope to get the teacher's instruction and feedback; Under the influence of frequent exercises, the content of writing has improved significantly, language fluency, accuracy and lexical complexity have changed significantly. However, there is no significant change in the organizational structure and syntactic complexity of the article. Through the practice of different reading and writing tasks, the control class has also made some progress in the above aspects, but none of them have reached significant differences; the frequency of writing can improve the writing ability of the subjects. This study reveals the role of frequency in the task of second language reading and writing from many aspects, and deepens our understanding of the frequency effect. In writing teaching, teachers should adopt the teaching method of frequency exercises appropriately. Make full use of the influence of practice frequency on English writing, guide students to improve their writing level and enhance their writing confidence.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2354685
[Abstract]:Frequency effect originates from psychology, and then, it is widely concerned in the field of second language acquisition. In the past decades, the field of linguistics has been monopolized by "innate theory of language learning", and the function of frequency of practice has been neglected. However, in recent years, with the rise of new science, their research results question the "theory of language innate" and propose that frequency plays an irreplaceable role in language learning. However, it is found that the study on frequency effect is mostly focused on oral English and listening, and the research on writing is almost blank. This study explores the effects of frequency on high school students' English writing quality in terms of writing content, organizational structure and language use. The main analysis of this study is as follows: (1) can students' interest in English writing be aroused under the influence of practice frequency? What is the attitude of students to frequent writing? (2) what is the effect of exercise frequency on writing content, organizational structure and language use? (3) can the frequency of practice contribute to the improvement of students' English writing proficiency? In this study, the students of two parallel classes in the third grade of a key high school were randomly divided into experimental class and control class for two rounds of writing tasks for seven weeks. The experiment is conducted every three nights. Writing three times is a writing task. Before the experiment, the same questionnaire was sent to the experimental class and the control class about their attitudes towards English writing. In the experiment, the experimental class repeated the same reading and writing task three times in three consecutive weeks, while the control class completed three different reading and writing tasks in three weeks. Repeat the same experiment for the next three weeks. In the seventh week, the experimental class and the control class complete the same reading and writing tasks with new topics. At the end of the experiment, different questionnaires were sent to the two classes again, and the supplementary part of the questionnaire was only for the experimental class. The author summarizes and analyzes the students' progress in all aspects of English writing, and summarizes the changes in writing content, organizational structure and language use, as well as the students' attitude towards frequent exercises. Data collection is divided into two parts. The first is to collect and organize the data of the subjects' writing tasks in the course of the experiment, and analyze their changes in all aspects of English writing. Second, questionnaire survey was conducted to find out their attitude towards English writing, their attitude to practice frequency and their evaluation. The results show that: after the experiment, the students in the experimental class hold a positive attitude towards frequency writing and enhance their confidence in English writing, but they hope to get the teacher's instruction and feedback; Under the influence of frequent exercises, the content of writing has improved significantly, language fluency, accuracy and lexical complexity have changed significantly. However, there is no significant change in the organizational structure and syntactic complexity of the article. Through the practice of different reading and writing tasks, the control class has also made some progress in the above aspects, but none of them have reached significant differences; the frequency of writing can improve the writing ability of the subjects. This study reveals the role of frequency in the task of second language reading and writing from many aspects, and deepens our understanding of the frequency effect. In writing teaching, teachers should adopt the teaching method of frequency exercises appropriately. Make full use of the influence of practice frequency on English writing, guide students to improve their writing level and enhance their writing confidence.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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