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  本文選題：任務(wù)復(fù)雜度　切入點(diǎn)：準(zhǔn)確性　出處：《山東大學(xué)》2017年碩士論文

【摘要】：在外語寫作學(xué)習(xí)與教學(xué)中,寫作的準(zhǔn)確度和整體質(zhì)量一直被高度重視。寫作任務(wù)的復(fù)雜度對于學(xué)生寫作表現(xiàn)的影響吸引了越來越多的二語寫作研究領(lǐng)域研究者的關(guān)注�？v覽大量文獻(xiàn),大多數(shù)外語寫作與任務(wù)復(fù)雜度的研究都是關(guān)于任務(wù)復(fù)雜度對于學(xué)生寫作復(fù)雜度,準(zhǔn)確性和流利度的影響,且對于準(zhǔn)確性的研究大多數(shù)研究都只涉及了寫作語法層面的準(zhǔn)確性,而對于詞匯方面的準(zhǔn)確性研究甚少,并且很少研究涉及到不同任務(wù)復(fù)雜度的寫作任務(wù)與寫作和修改準(zhǔn)確性和總體質(zhì)量的相關(guān)性研究。本研究以認(rèn)知假說和權(quán)衡假說為框架,采用廣泛應(yīng)用于該領(lǐng)域研究的Skehan與Foster的寫作任務(wù),通過使用整體性評估,分析性評估和客觀性評估三種評估方法,探討了任務(wù)復(fù)雜度對中國英語學(xué)習(xí)者(20名高中學(xué)生和20名大學(xué)本科生)英語寫作和修改的語法準(zhǔn)確度以及詞匯準(zhǔn)確度和整體質(zhì)量的作用。研究所有得到的數(shù)據(jù)均用SPSS 22.0進(jìn)行處理。研究結(jié)果如下:任務(wù)復(fù)雜度的確對于寫作和修改的語法準(zhǔn)確性和詞匯準(zhǔn)確性以及寫作的整體質(zhì)量有明顯的影響。具體而言,寫作層面的研究結(jié)果表明對于低水平組而言,任務(wù)復(fù)雜度與其整體性評估的得分呈負(fù)相關(guān)關(guān)系。而對于高水平組而言,寫作任務(wù)越復(fù)雜,整體性評估得分越高。在分析性評估得分方面,對于低水平組而言,任務(wù)復(fù)雜度與語言使用和內(nèi)容呈明顯負(fù)相關(guān)關(guān)系,而對于高水平組而言,任務(wù)復(fù)雜度與文章組織呈正相關(guān)關(guān)系與內(nèi)容呈負(fù)相關(guān)關(guān)系。在準(zhǔn)確性的客觀性評估得分方面,對于低水平組而言,任務(wù)復(fù)雜度與EFT/T以及詞匯準(zhǔn)確率指數(shù)值呈負(fù)相關(guān)關(guān)系,而與LE/LW呈正相關(guān)關(guān)系。對于高水平組而言,任務(wù)復(fù)雜度與WEFT/TW以及LE/LW值呈正相關(guān)關(guān)系。修改層面的研究結(jié)果表明對于低水平組而言,在簡單和復(fù)雜寫作任務(wù)修改上,任務(wù)復(fù)雜度與修改整體性評估得分無相關(guān)關(guān)系,而對于高水平組而言,任務(wù)越復(fù)雜,學(xué)生修改的整體性評估得分越高。在分析性評估得分方面,對于低水平組而言,任務(wù)復(fù)雜度與修改詞匯和文章組織分析性評估得分呈正相關(guān)關(guān)系。然而對于高水平組而言,任務(wù)復(fù)雜度與修改寫作機(jī)制,語言使用和文章組織呈正相關(guān)關(guān)系,與內(nèi)容呈負(fù)相關(guān)關(guān)系。在對于準(zhǔn)確性的客觀性評估得分方面,對于低水平組而言,任務(wù)復(fù)雜度與修改EFT/T,WEFT/TW,LE/LW客觀性評估得分呈正相關(guān)關(guān)系,與修改詞匯準(zhǔn)確率指數(shù)客觀性評估得分呈負(fù)相關(guān)關(guān)系。而對于高水平組而言,任務(wù)復(fù)雜度與修改WEFT/TW以及LE/LW的得分呈正相關(guān)關(guān)系。文章最后闡述了本研究結(jié)果的教學(xué)實(shí)施,研究的不足,以及對于未來研究的啟示。
[Abstract]:In the study and teaching of foreign language writing, The accuracy and overall quality of writing have been attached great importance to. The influence of the complexity of writing tasks on students' writing performance has attracted more and more researchers' attention in the field of second language writing. Most studies of foreign language writing and task complexity focus on the effects of task complexity on students' writing complexity, accuracy and fluency. However, there are few studies on lexical accuracy, and few studies on the correlation between writing tasks with different task complexity and writing and revision accuracy and overall quality. This study is based on cognitive hypothesis and trade-off hypothesis. The writing tasks of Skehan and Foster, which are widely used in this field, are used in this field. Through the use of three evaluation methods: holistic assessment, analytical evaluation and objective evaluation, This paper discusses the effect of task complexity on the grammatical accuracy, lexical accuracy and overall quality of English writing and revision for Chinese EFL learners (20 senior high school students and 20 undergraduates). The results are as follows: task complexity does have a significant impact on the grammatical accuracy and lexical accuracy of writing and revision, and on the overall quality of writing. The results at writing level showed that the task complexity was negatively correlated with the score of overall assessment for the low level group, while for the high level group, the more complex the writing task, the more complex the task was. For the low level group, task complexity had a negative correlation with language use and content, while for the high level group, there was a negative correlation between task complexity and language use and content, while for the high level group, there was a negative correlation between task complexity and language use and content. Task complexity had a positive correlation with article organization and negatively correlated with content. In the objective evaluation score of accuracy, task complexity had a negative correlation with EFT/T and vocabulary accuracy index in low level groups. For high level group, task complexity is positively correlated with WEFT/TW and LE/LW. There was no correlation between task complexity and the score of modified holistic assessment. For the high level group, the more complicated the task was, the higher the score of the whole assessment was. For the analytical evaluation score, for the low level group, the more complex the task was, the higher the score was. Task complexity was positively correlated with the scores of lexical revision and organizational analysis, but in high level groups, task complexity was positively correlated with modified writing mechanism, language use and article organization. For the low level group, task complexity was positively correlated with the modified EFT / TWEFTR / TWE / LW objective evaluation score. For the high level group, task complexity is positively correlated with the scores of modified WEFT/TW and LE/LW. The deficiency of the research and the enlightenment to the future research.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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本文編號：1681306