人們在互動中相互配合、動態(tài)調(diào)整、彼此適應(yīng)的復(fù)雜過程被稱為協(xié)同,這個不斷適應(yīng)、調(diào)整的過程也可以被稱作學(xué)習(xí)。學(xué)習(xí)就是在動態(tài)調(diào)整、適應(yīng)的過程中積累的生活經(jīng)驗。有效學(xué)習(xí)取決于學(xué)習(xí)者和學(xué)習(xí)環(huán)境的良性互動。毫無疑問,二語學(xué)習(xí)與發(fā)展必然有其自身的特點,但是作為一種學(xué)習(xí),它一定也具備動態(tài)調(diào)整學(xué)習(xí)的特點。因此,語言學(xué)習(xí)者和語言學(xué)習(xí)環(huán)境的良好互動和協(xié)同可以保證語言學(xué)習(xí)的有效性。Pickering和Garrod認(rèn)為理解和產(chǎn)出的結(jié)合可以強化協(xié)同效應(yīng)。閱讀作為輸入性語言技能,需要對閱讀材料進行理解,而寫作作為輸出性技能,要求學(xué)習(xí)者根據(jù)自己的語言能力產(chǎn)出。由此看來,將理解與產(chǎn)出相結(jié)合以強化協(xié)同效應(yīng)的其中一個方法便是將閱讀與寫作相結(jié)合。讀后續(xù)寫任務(wù)很好地將理解和產(chǎn)出進行結(jié)合,要求學(xué)習(xí)者在理解語篇的基礎(chǔ)上做出有邏輯性、關(guān)聯(lián)性的續(xù)寫,以此來達到有效學(xué)習(xí)的目的。值得注意的是,讀后續(xù)寫已經(jīng)被新高考采用,作為一種考查學(xué)生語言能力的新題型。影響協(xié)同的因素以及如何提高協(xié)同效應(yīng)的研究得到廣泛研究。之前的研究發(fā)現(xiàn)輸入性語言可以影響協(xié)同效應(yīng)。對中國的英語學(xué)習(xí)者來說,英語閱讀語篇的輸入所產(chǎn)生的協(xié)同效應(yīng)要強于中文閱讀語篇,體現(xiàn)為更少的語言...

【文章頁數(shù)】：80 頁

【學(xué)位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the Study
    1.2 Research Questions
    1.3 Significances of the Study
    1.4 The Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Alignment and language learning
        2.1.1 Concept of alignment
        2.1.2 Alignment at different levels
        2.1.3 Routes to alignment
        2.1.4 Alignment and language learning
    2.2 Reading-to-writing tasks
        2.2.1 Reading-to-writing tasks theories
        2.2.2 Reading-to-writing task skills
        2.2.3 Factors affecting reading-to-writing performance
        2.2.4 Advantages of adopting reading-to-writing tasks
        2.2.5 Suggestions for assessment
    2.3 Text types and reading-to-writing tasks
        2.3.1 Text types
        2.3.2 Text types and reading-to-writing tasks
CHAPTER THREE RESEARCH DESIGN
    3.1 Hypotheses and research questions
    3.2 Participants
    3.3 Research Instruments
    3.4 Materials and procedures
        3.4.1 Materials
        3.4.2 Procedures
CHAPTER FOUR RESULTS AND DISCUSSION
    4.1 Error frequency and word keyness
    4.2 Effects of text types on alignment in reading-to-writing tasks
    4.3 Effects of text type knowledge on alignment in reading-to-writing tasks
CHAPTER FIVE CONCLUSION
    5.1 Major findings and suggestions
    5.2 Limitations and future expectations
REFERENCES
APPENDICES
    Appendix Ⅰ: Interview(Students)
    Appendix Ⅱ: Interview(Teachers)
    Appendix Ⅲ: Reading material-narrative
    Appendix Ⅳ:Reading material-argumentation
    Appendix Ⅴ:Lesson plans
    Appendix Ⅵ: Students' writing samples
ACKNOWLEDGEMENT



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