寫作對中國英語學(xué)習(xí)者語言準(zhǔn)確性和復(fù)雜性的影響研究
發(fā)布時間：2024-10-02 23:12
上世紀(jì)九十年代末以來,寫作對外語學(xué)習(xí)的作用已經(jīng)引起西方二語習(xí)得研究者的關(guān)注,“以寫促學(xué)”成了國外二語習(xí)得與二語寫作接口研究的一個重要議題。幾乎與此同時,國內(nèi)也出現(xiàn)了“寫長法”、“讀后續(xù)寫”、“產(chǎn)出導(dǎo)向法”等與“寫作的語言學(xué)習(xí)潛能”直接或間接相關(guān)的教學(xué)方法及其研究。但是,國內(nèi)、國外學(xué)者在研究出發(fā)點、理論視角、側(cè)重點、研究方法等方面均存在較大差異,與國外“以寫促學(xué)”研究呼應(yīng)、接軌的探索,國內(nèi)基本尚未展開。而國外的已有研究,也主要從認(rèn)知視角分析寫作的語言學(xué)習(xí)潛能及其促學(xué)機(jī)理,理論視角較為單一,而且實證研究目前還相對缺乏,尤其尚未有與其他任務(wù)形式(如閱讀、口頭輸出等)語言促學(xué)效果進(jìn)行對比的實證研究。鑒于此,本文將21名受試分為寫作組(7人)、閱讀組(8人)和讀寫組(6人),采用“前測-干預(yù)-即時后測-延時后測”的研究設(shè)計,輔以深度訪談,嘗試通過與閱讀的對比,探究寫作對我國英語專業(yè)學(xué)生語言準(zhǔn)確性和復(fù)雜性的影響,以此檢驗寫作的語言促學(xué)功效,并從認(rèn)知與社會文化兩個視角加以分析,具體回答(1)寫作是否能夠提高書面輸出語言表達(dá)的準(zhǔn)確性與復(fù)雜性?(2)與閱讀相比,寫作對語言準(zhǔn)確性與復(fù)雜性的影響是否更加顯著?...
【文章頁數(shù)】：64 頁
【學(xué)位級別】：碩士
【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION
1.1 Research Background
1.2 Significance of the Study
1.3 Overview of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Theoretical Exploration of the Role of Writing in Second Language Learning
2.2 Empirical Studies on the Role of Writing in Second Language Learning
2.3 Summary
Chapter Three THEORETICAL BACKGROUND
3.1 Output Hypothesis
3.2 Noticing Hypothesis
3.3 Interaction Hypothesis
3.4 Sociocultural Theory
Chapter Four METHODOLOGY
4.1 Research Questions
4.2 Quantitative Design
4.2.1 Subjects
4.2.2 Measurement of the effectiveness of writing-to-learn
4.2.3 Instruments and evaluation guidelines
4.2.4 Procedures
4.2.5 Data collection and data analysis
4.3 Qualitative Design
4.3.1 Participants
4.3.2 Focus of the interviews
4.3.3 Procedures
Chapter Five RESULTS AND DISCUSSION
5.1 Results of the Tests on Accuracy and Complexity
5.2 Discussion of the Effects of the Three Tasks on L2 Development
5.2.1 The effects of writing on accuracy and complexity
5.2.2 The effects of reading on accuracy and complexity
5.2.3 The effects of reading+ writing on accuracy and complexity
5.2.4 The stable effects of writing on accuracy and complexity
5.2.5 Possible limitations of writing-to-learn
Chapter Six CONCLUSION
6.1 Major Findings
6.2 Implications
6.3 Limitations of the Study and Suggestions for Future Research
REFERENCES
APPENDICES
APPENDIX Ⅰ Writing Topics for the Tests
APPENDIX Ⅱ作者在攻讀碩士學(xué)位期間發(fā)表論文的目錄
本文編號：4006470
【文章頁數(shù)】：64 頁
【學(xué)位級別】：碩士
【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION
1.1 Research Background
1.2 Significance of the Study
1.3 Overview of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Theoretical Exploration of the Role of Writing in Second Language Learning
2.2 Empirical Studies on the Role of Writing in Second Language Learning
2.3 Summary
Chapter Three THEORETICAL BACKGROUND
3.1 Output Hypothesis
3.2 Noticing Hypothesis
3.3 Interaction Hypothesis
3.4 Sociocultural Theory
Chapter Four METHODOLOGY
4.1 Research Questions
4.2 Quantitative Design
4.2.1 Subjects
4.2.2 Measurement of the effectiveness of writing-to-learn
4.2.3 Instruments and evaluation guidelines
4.2.4 Procedures
4.2.5 Data collection and data analysis
4.3 Qualitative Design
4.3.1 Participants
4.3.2 Focus of the interviews
4.3.3 Procedures
Chapter Five RESULTS AND DISCUSSION
5.1 Results of the Tests on Accuracy and Complexity
5.2 Discussion of the Effects of the Three Tasks on L2 Development
5.2.1 The effects of writing on accuracy and complexity
5.2.2 The effects of reading on accuracy and complexity
5.2.3 The effects of reading+ writing on accuracy and complexity
5.2.4 The stable effects of writing on accuracy and complexity
5.2.5 Possible limitations of writing-to-learn
Chapter Six CONCLUSION
6.1 Major Findings
6.2 Implications
6.3 Limitations of the Study and Suggestions for Future Research
REFERENCES
APPENDICES
APPENDIX Ⅰ Writing Topics for the Tests
APPENDIX Ⅱ作者在攻讀碩士學(xué)位期間發(fā)表論文的目錄
本文編號：4006470
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