任务复杂度对英语写作输出的影响

VIP免费

3.0 高德中 2024-11-19 5 4 599.08KB 53 页 15积分

侵权投诉

任务复杂度对英语写作输出的影响

ABSTRACT

From the 1980s, task-based language teaching (TBLT) has gained more and more

popularity in the area of second language teaching and been used on a grand scale.

Along with this, a “task” as the basic teaching unit, whose design influences teaching

effects directly? Among them, Peter Skehan’s rationale for task-based instruction and

Robinson’s triadic framework of task influences on SLA are accepted most.

There is no doubt that the effects of task design are most typically reflected in the

output of second language (L2). Recently, the study of the effects of task complexity

and difficulty on oral output is abundant, with a holistic analysis of accuracy, fluency

and complexity. However, there is no enough study about the effect of task complexity

on the writing output. Although there are some similar studies, all these studies focus on

the same elements. Therefore, enlightened by Skehan’s conception of “task”, this study

will be based on Robinson’s triadic framework of task complexity, difficulty and

conditions analyze the rest elements which are rarely concerned by other studies. Those

elements are prior knowledge, single task and few elements from task complexity.

The study mainly solve the following questions: how does prior knowledge

influence the writing output? How does a single or multiple tasks influence the writing

output? There are 37 subjects in the study, who are from a high school of Haidian

District. Everyone needs to finish three tasks. By means of SPSS 13.0, we come to the

following conclusions:

(1) Task complexity do have effects on the learners’ writing output and different

degrees of task complexity has significant effects on the accuracy of writing

production: the last summary task produces more accurate words and

sentences, although it is assumed as the most demanding task and the personal

task elicits less accurate output than the summary one. The result is obviously

different from our primary hypothesis that: single tasks with few elements and

prior knowledge will elicit more accurate and fluent but less complex writing

output than multiple ones．What identity has been constructed respectively for

the writer and readers of the selected blog?

(2) From the aspect of complexity, the summary task of the experiment has the

highest mean score in terms of syntactic complexity, which is really in

agreement with our hypothesis that the more difficult the task is, the more

complicated sentence structures are. But for lexical complexity, the personal

task produces the highest TTR ratio, which is slightly different from former

studies that the highest TTR ratio occurs in the most complex task.

(3) As for fluency, the personal task does produce the most words per minute, but

the summary task has the highest ratio of linking words. Still, there is a

difference between the result and other studies that summary task produces the

most linking words. Our primary hypothesis is that the simple task (the

personal task) generates the highest fluency.

Key words: Task Task Complexity Writing Output

摘要

从上世纪 80 年代开始，任务型教学法就在二语习得领域引起重视并逐渐得到

了大范围的推广使用。与之相伴的是，任务作为该教学法的一个核心单位，其本

身的设计对教学效果产生的影响也受到越来越多的重视。其中，Peter Skehan 的任

务型教学基本原理（a rationale for task-based instruction）和 Robinson 的任务影响

三位一体框架（a triadic framework of task influences on SLA）理论最受关注与推

崇。

毫无疑问，任务设计对二语习得（L2）教学效果的影响最主要体现在 L2 输

出方面。近来，有关任务的复杂度和难度对口语输出方面的研究已日臻完善，从

口语输出准确度、流畅度和复杂度三个角度进行了全面的分析和论证。然而，有关

任务复杂度对写作输出的研究却不够完备；虽然也有相关研究，但主要集中在几

个相同要素的重复研究上。因此，本文将从 Skehan 的任务概念入手，以

Robinson（2007）提出的有关任务复杂度、难度和条件的三位一体框架为理论基础

着重分析同类型研究未提及的任务复杂度中剩余要素的研究，即对有无先验知识

（prior knowledge ）、任务是否单一（single task ）和要素多寡的研究（few

elements）。本文主要解决以下几个问题：有无先验知识对写作输出准确度、流畅

度和复杂度的影响；任务是否单一对写作输出准确度、流畅度和复杂度的影响；

要素多寡对写作输出准确度、流畅度和复杂度的影响。实验对象的是来自北京市海

淀实验中学的 37 名高二学生。每人完成 3 项写作任务。作者通过 SPSS 对学生写作

输出进行分析研究得到以下结论：1)任务复杂度对英语写作输出确实产生影响,

而且不同复杂度的任务对写作输出的准确度有重要影响：该实验得出摘要任务的

准确度最高，尽管它被公认为是最难的任务，个人任务中写作输出的准确度要低

于摘要任务。这个实验结果和当初的假设存在明显的不同-即含有少量要素和先验

知识的单一写作任务比含有多个要素的多重任务输出语言的准确度和流畅度要高

并且不如多重任务复杂度高；2）就复杂度而言，摘要任务产生出的句式复杂度

最高。这一点与最初的设想还是一致的：任务难度越高，其产生的句式结构越复

杂。但从词汇复杂度方面来讲，倒是个人任务输出的词汇最多样化，这一点和以

前研究得出的摘要任务中的词汇最复杂的结果有点不同；3)在流畅度方面，个人

任务在每分钟内输出最多的词汇，而摘要任务却有最高比率的过渡词。这是本次

试验与其他试验得出结果的另一点不同。而我们最初的假设是个人任务这样的单

一任务输出的流畅度最高。

iii

关键词：任务任务复杂度写作输出

CONTENTS
ACKNOWLEDGEMENTS...............................................................................................i
ABSTRACT.....................................................................................................................ii
摘要..................................................................................................................................iv
Chapter 1 Introduction...................................................................................................1
1 Significance of the Study......................................................................................1
2 Aim of the Study...................................................................................................1
3 Organization of the Study.....................................................................................2
Chapter 2 Literature Review..........................................................................................3
1 TBLT (Task-Based Language Teaching)..............................................................3
1.1 Research on TBLT.............................................................................................3
1.2 Definition of a Task...........................................................................................4
1.3 TBLT’s Application in Language Teaching.......................................................6
2 Task Complexity and Task Difficulty (Robinson’s framework)...........................7
3 Previous Studies on the Influence of Task Complexity and Difficulty on Output
..................................................................................................................................10
3.1 The Measuring Standards for the Success of Output......................................10
3.2 Historical Studies.............................................................................................11
Chapter3 Methodology.................................................................................................14
1 Research Questions............................................................................................14
2 The Subjects.......................................................................................................14
3 The Instruments..................................................................................................15
3.1 Writing Tasks (personal, topic and summary tasks)........................................15
3.2 Questionnaire...................................................................................................17
4 The Measurement...............................................................................................17
Chapter 4 Results and Discussion................................................................................19
1 The Accuracy of Writing Production..................................................................19
2 The Complexity of Writing Production..............................................................22
3 The Fluency of Writing Production....................................................................26
4 Pedagogical Implications....................................................................................29
4.1 Implications for Syllabus Design....................................................................29

4.4.2 Implications for Teaching Writing Tasks.........................................................31
4.5 The Summary of this Part...................................................................................35
Chapter 5 Conclusion....................................................................................................37
5.1 Major Findings of the Study...............................................................................37
5.2 The Limitations of this Study.............................................................................39
5.3 Some Future Trends............................................................................................40
AppendixⅠ:...................................................................................................................43
AppendixⅡ:...................................................................................................................45
Bibliography....................................................................................................................46

文档加载中……请稍候！
如果长时间未打开，您也可以点击刷新试试。

下载文档到电脑，查找使用更方便

15 积分 4人已下载

立即下载 VIP免费下载

摘要：

任务复杂度对英语写作输出的影响ABSTRACTFromthe1980s,task-basedlanguageteaching(TBLT)hasgainedmoreandmorepopularityintheareaofsecondlanguageteachingandbeenusedonagrandscale.Alongwiththis,a“task”asthebasicteachingunit,whosedesigninfluencesteachingeffectsdirectly?Amongthem,PeterSkehan’srationalefortask-basedinstructio...

展开>> 收起<<

任务复杂度对英语写作输出的影响.doc

共53页,预览6页

还剩页未读，继续阅读

任务复杂度对英语写作输出的影响

相关推荐

开通VIP享超值会员特权

作者详情

相关内容

推荐作者

热门标签

举报选择: