發(fā)布時(shí)間：2018-05-02 20:26

  本文選題：任務(wù)復(fù)雜度 + 任務(wù)模式��； 參考：《廣東外語(yǔ)外貿(mào)大學(xué)》2017年碩士論文

【摘要】：自從Robinson提出認(rèn)知假說(shuō)以來(lái),許多關(guān)于任務(wù)復(fù)雜度對(duì)二語(yǔ)產(chǎn)出的影響的研究已經(jīng)證實(shí)了二語(yǔ)學(xué)習(xí)者的任務(wù)表現(xiàn)會(huì)受任務(wù)復(fù)雜度的影響。但是,前人大多數(shù)的研究只是側(cè)重在研究任務(wù)復(fù)雜度在口語(yǔ)或者寫作某一單一模式下產(chǎn)生的影響,也就是說(shuō),只有少數(shù)幾個(gè)研究將任務(wù)復(fù)雜度和任務(wù)模式結(jié)合在一起考察。本研究基于認(rèn)知假說(shuō)的理論框架,通過(guò)研究任務(wù)復(fù)雜度和任務(wù)模式對(duì)二語(yǔ)學(xué)習(xí)者在任務(wù)中的語(yǔ)言表現(xiàn)的影響來(lái)彌補(bǔ)前人的不足。研究問(wèn)題有三個(gè):1)任務(wù)復(fù)雜度分別對(duì)二語(yǔ)學(xué)習(xí)者在口語(yǔ)和寫作任務(wù)中的準(zhǔn)確性、句法復(fù)雜度和詞匯豐富性有什么影響?2)在不同任務(wù)復(fù)雜度的條件下,二語(yǔ)學(xué)習(xí)者在口語(yǔ)和寫作任務(wù)中的表現(xiàn)有不同嗎?如果有,任務(wù)模式對(duì)二語(yǔ)產(chǎn)出有什么影響?3)任務(wù)復(fù)雜度和任務(wù)模式對(duì)二語(yǔ)產(chǎn)出有沒(méi)有交互影響?為回答這三個(gè)研究問(wèn)題,本研究設(shè)計(jì)了兩種模式下兩種復(fù)雜度的圖片敘事任務(wù),簡(jiǎn)單任務(wù)的圖片是有結(jié)構(gòu)的,而復(fù)雜任務(wù)是無(wú)結(jié)構(gòu)的。41名來(lái)自廣東外語(yǔ)外貿(mào)大學(xué)的中等偏上水平的英語(yǔ)專業(yè)學(xué)生參加了本次實(shí)驗(yàn),受試被隨機(jī)分為簡(jiǎn)單組和復(fù)雜組。因此兩組的受試都必須在口語(yǔ)模式下和寫作模式下分別完成一個(gè)任務(wù),受試分別有5分鐘的時(shí)間完成口語(yǔ)任務(wù)和15分鐘完成寫作任務(wù),經(jīng)檢驗(yàn)這兩個(gè)任務(wù)的難度相當(dāng)。最終一共收集了82份數(shù)據(jù),用于進(jìn)一步分析任務(wù)產(chǎn)出的準(zhǔn)確性、句法復(fù)雜度和詞匯多樣性。通過(guò)數(shù)據(jù)分析得到以下結(jié)果:1)本研究通過(guò)在資源分散型的維度操縱任務(wù)結(jié)構(gòu)這一變量提高任務(wù)復(fù)雜度,只對(duì)寫作環(huán)境下的二語(yǔ)產(chǎn)出的準(zhǔn)確度產(chǎn)生了顯著影響。2)不論是在簡(jiǎn)單任務(wù)還是復(fù)雜任務(wù)中,任務(wù)模式只顯著地影響二語(yǔ)產(chǎn)出的準(zhǔn)確性和詞匯多樣性,具體來(lái)說(shuō),學(xué)習(xí)者在寫作任務(wù)中的產(chǎn)出更加準(zhǔn)確并且所使用的詞匯也更加豐富。3)任務(wù)復(fù)雜度和任務(wù)模式的交互影響只發(fā)生在二語(yǔ)產(chǎn)出的準(zhǔn)確性方面。本研究的結(jié)果只在任務(wù)復(fù)雜度對(duì)寫作產(chǎn)出的準(zhǔn)確性的影響這一方面支持了認(rèn)知假說(shuō),并且研究發(fā)現(xiàn)為認(rèn)知假說(shuō)的發(fā)展提供了實(shí)證依據(jù),同時(shí)也為實(shí)際課堂的任務(wù)設(shè)計(jì)提供了教學(xué)啟示。盡管Robinson提出任務(wù)復(fù)雜度應(yīng)該作為教學(xué)任務(wù)排序的主要依據(jù),但本研究表明為了推動(dòng)學(xué)生最大限度地發(fā)揮他們的語(yǔ)言潛能,在任務(wù)設(shè)計(jì)過(guò)程中任務(wù)模式對(duì)二語(yǔ)產(chǎn)出的影響也應(yīng)該考慮在其中。
[Abstract]:Since Robinson proposed the cognitive hypothesis, many studies on the effect of task complexity on second language output have confirmed that second language learners' task performance is influenced by task complexity. However, most previous studies only focus on the impact of task complexity on a single pattern of spoken or writing, that is, only a few studies combine task complexity with task patterns. Based on the theoretical framework of cognitive hypothesis, this study makes up for the shortcomings of previous researchers by studying the effects of task complexity and task pattern on the language performance of L2 learners in task. There are three: 1) task-complexity effects on the accuracy, syntactic complexity and lexical richness of L2 learners in oral and writing tasks, respectively. Do L2 learners perform differently in oral and writing tasks? If so, what effect does task mode have on L2 output? (3) does task complexity and task mode interact with L2 output? In order to answer these three research questions, we designed two kinds of complex picture narrative tasks in two modes. The complex task is unstructured. Forty-one English majors from Guangdong University of Foreign Studies and Foreign Trade participated in the experiment. The subjects were randomly divided into simple group and complex group. Therefore, both groups have to complete one task in oral mode and writing mode, and the subjects have 5 minutes to complete oral task and 15 minutes to complete writing task. A total of 82 data were collected to further analyze the accuracy, syntactic complexity and lexical diversity of task outputs. Through the data analysis, we get the following result: 1) in this study, we improve the task complexity by manipulating the task structure in the decentralized dimension. In both simple and complex tasks, task patterns only significantly affect the accuracy and lexical diversity of L2 outputs, specifically, in both simple and complex tasks. Learners' output in writing tasks is more accurate and the vocabulary used is more abundant. 3) the interaction between task complexity and task patterns occurs only in the accuracy of L2 output. The results of this study only support the cognitive hypothesis in terms of the impact of task complexity on the accuracy of writing output and provide empirical evidence for the development of cognitive hypothesis. At the same time, it also provides teaching enlightenment for practical classroom task design. Although Robinson proposes that task complexity should be the main basis for teaching task ranking, this study shows that in order to promote students to maximize their language potential, In the process of task design, the influence of task pattern on L2 output should also be considered.
【學(xué)位授予單位】：廣東外語(yǔ)外貿(mào)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H09

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本文編號(hào)：1835357