認知方式是教師衡量學(xué)生個體差異的重要標(biāo)準(zhǔn),也是學(xué)生學(xué)業(yè)成就的重要影響因素。語言學(xué)習(xí)是一個動態(tài)的發(fā)展過程,在不同的環(huán)境下學(xué)生的語言學(xué)習(xí)和輸出的水平會呈現(xiàn)出差異。英語寫作是二語輸出的一個重要方面,也是檢測學(xué)習(xí)者二語水平的重要載體�，F(xiàn)階段,對二語的檢測主要集中在語言輸出的準(zhǔn)確性,流利性和復(fù)雜性三個方面。本研究是針對不同場認知風(fēng)格初中生英語寫作準(zhǔn)確性,流利性和復(fù)雜性發(fā)展變化模式的一個動態(tài)個案研究。本研究采用動態(tài)研究的方法進行個案跟蹤調(diào)查,結(jié)合對小組均值,個體變化和訪談的分析,試圖對場獨立和場依存初中生語言輸出的準(zhǔn)確性,流利性和復(fù)雜性發(fā)展模式進行較全面的研究描述。基于前人的研究,筆者擬采用北京師范大學(xué)心理系研究的《鑲嵌圖形測試》對佛山市海北中學(xué)初二年級兩個班100位學(xué)生進行測試,根據(jù)測試成績按從高到低排列,選出得分最高的10名學(xué)生作為場獨立個案研究對象,得分最低的10名學(xué)生作為場依存?zhèn)�案研究對象。這20名學(xué)生分別在2017年5月份,7月份,9月份,12月份和2018年1月份進五次英語寫作檢測。本文擬采用質(zhì)性與量化相結(jié)合的方法,對20名學(xué)生的5次作文進行分析以及抽取6名被試者訪談用作質(zhì)性分析,以此... 

【文章來源】：廣西師范大學(xué)廣西壯族自治區(qū)

【文章頁數(shù)】：95 頁

【學(xué)位級別】：碩士

【文章目錄】：
中文摘要
Abstract in English
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purposes and Significances of the Research
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Cognitive Styles
        2.1.1 Definition of Cognitive Styles
        2.1.2 Studies of Cognitive Styles
        2.1.3 Classification of Cognitive Styles
        2.1.4 Characteristics of Cognitive Styles
    2.2 FD/FI
        2.2.1 Definition of FD/FI
        2.2.2 Characteristics of FD/FI Learners
        2.2.3 Assessment of FD/FI
        2.2.4 Research on the Correlation Between FD/FI and SLA
    2.3 Second Language Writing
        2.3.1 Writing Accuracy
        2.3.2 Writing Fluency
        2.3.3 Writing Complexity
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Experimental Materials and Tools
        3.3.1 Group Embedded Figures Test
        3.3.2 Writing Tests
        3.3.3 Interviews
    3.4 Data Processing
Chapter 4 Results and Discussion
    4.1 Fluency, Accuracy and Complexity in Writing Production of FD/FI Group ..
        4.1.1 The Developmental Pattern of Accuracy in Writings of FD/FI Students
        4.1.2 The Developmental Pattern of Fluency in Writings of FD/FI Students
        4.1.3 The Developmental Pattern of Complexity in Writings of FD/FI Students
        4.1.4 The Developmental Pattern of Grammatical Complexity in Writings of FD/FI Students
    4.2 Interindividual Variability of FD/FI
    4.3 Correlation Among Accuracy, Fluency and Complexity
    4.4 Discussions
Chapter 5 Conclusions
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Students
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
AppendixⅠ
AppendixⅡ
Appendix III
Appendix Ⅳ
Acknowledgements



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