两种任务类型对不同水平学习者英语写作句法复杂性的影响
发布时间：2024-03-25 02:58
作为二语写作教学与研究中的重要构念之一,句法复杂性与二语学习者的语言水平及写作质量之间的关系成为众多二语写作研究的重点。在当今英语教学环境下,随着整体语言教学观以及多模态交际情境的出现,综合性写作任务已经被越来越广泛的应用于各种大型考试中。本文研究无材料写作和读写结合写作任务对不同水平英语学习者句法复杂性的影响。本研究探讨三个研究问题:1)写作任务类型对学生英语写作句法复杂性的影响是怎样的?2)学习者水平对英语写作句法复杂性的影响是怎样的?3)写作任务类型与学习者水平对学生英语写作句法复杂性的交互作用是怎样的?本文的研究对象分别是203名非英语专业本科新生和260名非英语专业研究生。在本研究中,本科新生未通过大学英语四级,为低水平学习者;研究生通过大学英语六级,为高水平学习者。两组研究对象分别各完成一次无材料写作和读写结合写作。作者运用二语句法复杂度分析器(L2SCA)对研究样本的14项句法复杂度指标(MLC,MLS,MLT,C/T,CT/T,DC/C,DC/T,CP/C,CP/T,T/S,CN/C,CN/T,VP/T,C/S)进行测量分析。通过SPSS23.0对收集到的数据进行两因素...
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Previous Research about English Writing Abroad and at Home
2.1.1 Previous Empirical Research about Different Types of Writing Task
2.1.2 The Literature Review of Reading-to-Write Task
2.2 Previous Research of the Syntactic Complexity Abroad and at Home
2.2.1 Previous Studies of Syntactic Complexity Abroad
2.2.2 Previous Studies of Syntactic Complexity at Home
Chapter Three Theoretical Framework
3.1 The Input Hypothesis and Output Hypothesis
3.2 Skehan’s Cognitive Approach to Language Learning
3.3 Information Processing Model
Chapter Four Methodology
4.1 Research Questions
4.2 Participants
4.3 Research Instruments
4.3.1 The Jacob’s Composition Rating Scale
4.3.2 The Second Language Syntactic Complexity Analyzer
4.3.3 Writing Papers
4.4 The Research Process
4.4.1 Carrying Out the Present Study
4.4.2 Scoring
4.5 Data Collection
4.6 Data Analysis
Chapter Five Results and Discussion
5.1 Results
5.1.1 The Differences of Syntactic Complexity of English Writings under Two Types of Writing Tasks among Learners at different levels
5.1.2 The Simple Effect Test of Two Types of Writing Tasks and the Learners’ English Proficiency on Syntactic Complexity
5.1.3 Summary
5.2 Discussion
5.2.1 Syntactic Complexity of Learners’English Writing under Two Types of Writing Tasks
5.2.2 Syntactic Complexity of English Writings between Learners at Different Levels
5.2.3 Analysis of Simple Effect of Two Types of Writing Tasks and the Learners’ English Proficiency on Syntactic Complexity
Chapter Six Conclusion
6.1 Research Findings
6.2 Implications for College English Writing Teaching
6.3 Limitations of Current Study
Acknowledgements
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Academic Achievements
本文编号：3938430
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Previous Research about English Writing Abroad and at Home
2.1.1 Previous Empirical Research about Different Types of Writing Task
2.1.2 The Literature Review of Reading-to-Write Task
2.2 Previous Research of the Syntactic Complexity Abroad and at Home
2.2.1 Previous Studies of Syntactic Complexity Abroad
2.2.2 Previous Studies of Syntactic Complexity at Home
Chapter Three Theoretical Framework
3.1 The Input Hypothesis and Output Hypothesis
3.2 Skehan’s Cognitive Approach to Language Learning
3.3 Information Processing Model
Chapter Four Methodology
4.1 Research Questions
4.2 Participants
4.3 Research Instruments
4.3.1 The Jacob’s Composition Rating Scale
4.3.2 The Second Language Syntactic Complexity Analyzer
4.3.3 Writing Papers
4.4 The Research Process
4.4.1 Carrying Out the Present Study
4.4.2 Scoring
4.5 Data Collection
4.6 Data Analysis
Chapter Five Results and Discussion
5.1 Results
5.1.1 The Differences of Syntactic Complexity of English Writings under Two Types of Writing Tasks among Learners at different levels
5.1.2 The Simple Effect Test of Two Types of Writing Tasks and the Learners’ English Proficiency on Syntactic Complexity
5.1.3 Summary
5.2 Discussion
5.2.1 Syntactic Complexity of Learners’English Writing under Two Types of Writing Tasks
5.2.2 Syntactic Complexity of English Writings between Learners at Different Levels
5.2.3 Analysis of Simple Effect of Two Types of Writing Tasks and the Learners’ English Proficiency on Syntactic Complexity
Chapter Six Conclusion
6.1 Research Findings
6.2 Implications for College English Writing Teaching
6.3 Limitations of Current Study
Acknowledgements
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Academic Achievements
本文编号：3938430
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