本文選題：任務(wù)復(fù)雜度　切入點(diǎn)：資源指引型　出處：《南京大學(xué)》2017年博士論文

【摘要】：自二十世紀(jì)八十年代以來,任務(wù)復(fù)雜度與外語學(xué)習(xí)者語言技能的關(guān)系成為研究熱點(diǎn),二語習(xí)得研究領(lǐng)域?qū)Υ诉M(jìn)行了廣泛的討論,討論的焦點(diǎn)在于任務(wù)復(fù)雜度對語言產(chǎn)出流利度、準(zhǔn)確度和復(fù)雜度有何影響。有關(guān)任務(wù)復(fù)雜度的理論主要有認(rèn)知假設(shè)與有限注意力模型,認(rèn)知假設(shè)中任務(wù)復(fù)雜度又分為兩個維度：資源指引型與資源消耗型。這兩個模型對于任務(wù)復(fù)雜度對語言表現(xiàn)的影響有著不同的預(yù)測。有限注意力模型沒有區(qū)分不同的維度,認(rèn)為語言表現(xiàn)會隨任務(wù)難度增加而變差。在任務(wù)型寫作教學(xué)過程中,對于教師和課程開發(fā)者來說,選擇某一特定類型的任務(wù)并能有效加以控制,使得二語學(xué)習(xí)者能夠最大化地產(chǎn)出高質(zhì)量的文本是一項(xiàng)及其重要而又迫切的使命。過去二十年關(guān)于任務(wù)復(fù)雜度的研究大多集中于其對口語產(chǎn)出的影響,而任務(wù)復(fù)雜度對于二語寫作的影響研究并不多。因此,本論文從資源指引型與資源消耗型兩個維度探討任務(wù)復(fù)雜度對二語學(xué)習(xí)者寫作表現(xiàn)的影響,比較兩個模型的預(yù)測在多大程度上切合二語寫作的情況。同時(shí),本論文還將學(xué)習(xí)者的二語水平作為一個因素,探討其是否與任務(wù)復(fù)雜度對寫作表現(xiàn)有交互影響。南京某高校8個英語教學(xué)班的305名非英語專業(yè)學(xué)生參加了本次研究,其中4個二年級班英語水平較高,4個一年級班英語水平較低。寫作任務(wù)為要求學(xué)生確定度假的賓館,任務(wù)條件分為4類：1)有10分鐘任務(wù)前準(zhǔn)備時(shí)間,確定度假的賓館需要達(dá)到3個要求；2)沒有任務(wù)前準(zhǔn)備時(shí)間,確定度假的賓館需要達(dá)到3個要求；3)有10分鐘任務(wù)前準(zhǔn)備時(shí)間,確定度假的賓館需要達(dá)到6個要求；4)沒有任務(wù)前準(zhǔn)備時(shí)間,確定度假的賓館需要達(dá)到6個要求。兩個年級各4個班分別完成其中一項(xiàng)任務(wù)。任務(wù)完成后研究者對寫作文本從流利度、準(zhǔn)確度與復(fù)雜度三個方面進(jìn)行分析。每個班隨機(jī)抽取4名學(xué)生,共32名學(xué)生進(jìn)行訪談。對學(xué)生寫作文本和訪談材料的定量和定性分析得出了以下結(jié)果：1.資源指引型維度具體操作為寫作中需要處理的因素?cái)?shù)量,通過增加因素的數(shù)量提高任務(wù)復(fù)雜度,結(jié)果顯示學(xué)習(xí)者二語寫作語言的流利度、準(zhǔn)確度和詞匯復(fù)雜度有顯著提高,但句法復(fù)雜度有所降低。通過訪談發(fā)現(xiàn)學(xué)習(xí)者在寫作過程中對內(nèi)容和語言的關(guān)注度大于對文章結(jié)構(gòu)的關(guān)注度。隨著任務(wù)復(fù)雜度的提高,學(xué)習(xí)者投入的注意力越多,語言表現(xiàn)更加優(yōu)秀。2.資源消耗型維度具體操作為是否提供任務(wù)前準(zhǔn)備時(shí)間,結(jié)果發(fā)現(xiàn)任務(wù)前準(zhǔn)備時(shí)間條件下,二語寫作語言流利度顯著提高,而準(zhǔn)確度與復(fù)雜度與沒有任務(wù)前準(zhǔn)備時(shí)間條件下相差無幾。通過訪談發(fā)現(xiàn)學(xué)習(xí)者在任務(wù)前準(zhǔn)備時(shí)間中使用得更多的是認(rèn)知策略而非元認(rèn)知策略,高水平學(xué)習(xí)者比低水平學(xué)習(xí)者更為有效地利用任務(wù)前準(zhǔn)備時(shí)間。3.學(xué)習(xí)者的二語水平與任務(wù)前準(zhǔn)備時(shí)間對寫作語言表現(xiàn)有交互影響,換句話說,任務(wù)前準(zhǔn)備時(shí)間對于高水平學(xué)習(xí)者來說可以起到積極作用,但對于低水平學(xué)習(xí)者來說沒有任何幫助。二語水平與任務(wù)因素?cái)?shù)量對二語寫作語言表現(xiàn)沒有交互影響,也就是說,增加因素?cái)?shù)量無論對高水平學(xué)習(xí)者還是低水平學(xué)習(xí)者都會促進(jìn)他們在二語寫作語言流利度、準(zhǔn)確度和復(fù)雜度的提升。本研究結(jié)果部分驗(yàn)證了認(rèn)知假設(shè)與有限注意力模型,因此進(jìn)一步充實(shí)了任務(wù)復(fù)雜度理論,并給二語習(xí)得研究者、教師以及教學(xué)大綱設(shè)計(jì)者提供了理論和實(shí)踐的依據(jù),為了有效提高學(xué)習(xí)者二語寫作水平,我們既要深入研究任務(wù)特征以及任務(wù)對二語產(chǎn)出的影響,又要研究學(xué)習(xí)者的二語水平,在此基礎(chǔ)上設(shè)計(jì)或選擇最能發(fā)揮出學(xué)習(xí)者最佳成績的任務(wù)。
[Abstract]:Since 1980s, a complex task of foreign language learners' language skills have become a hot research topic, the two language acquisition research field have been widely discussed, the focus of the discussion is that the complexity of the task of language production fluency, what is the effect of accuracy and complexity. The complexity of the task in the theory of the cognitive hypothesis and limited attention task model, hypothesis of cognitive complexity is also divided into two dimensions: resource guide type and resource consumption. The two models for the complexity of the task of language performance has a different forecast. Limited attention model does not distinguish between different dimensions, that language performance will be worse with the difficulty of the task increased. In the process of teaching task-based writing, for teachers and curriculum developers, the choice of a particular type of task and can effectively control the two language learning The learner is able to maximize the output text high quality is an important and urgent mission. And in the past twenty years of research on the complexity of the task mainly focuses on the influence on oral production, and not much impact on the degree of complex tasks for two language writing. Therefore, this paper from the resource guide and resource consumption type two dimensions of task complexity on two language learners influence writing performance, forecast comparison of the two models with the extent of two language writing. At the same time, this paper will also learn the two language level as a factor, and explore whether the complexity of the task of writing performance of interaction. 305 non English majors from a university in Nanjing 8 English classes participated in this study, 4 of which the second grade class high English level 4, the first grade class English level is low. The task of writing to Ask students to identify the holiday hotel, the task is divided into 4 categories: 1) 10 minutes of pre task planning time, determine the holiday hotel needs to meet 3 requirements; 2) no pre task planning time, determine the holiday hotel needs to meet 3 requirements; 3) 10 minutes of pre task planning time, determine the holiday the hotel needs to meet 6 requirements; 4) no pre task planning time, determine the holiday hotel to reach 6. Two grade 4 classes were completed one task. After the completion of the task of writing the text from the fluency, accuracy and complexity of the three aspects of analysis. Each class of 4 students were randomly selected, a total of 32 students were interviewed. The students write a quantitative and qualitative analysis of the composition and the interview materials reached the following results: 1. dimensions of resources guiding type specific operation is the number of factors to be dealt with in writing, by increasing The number of factors increase the complexity of the task and the results show that learning two language writing fluency, accuracy and lexical complexity increased significantly, but the syntactic complexity decreased. Through interviews found that learners in the process of writing on the content and language of the degree of concern than on the structure of attention. With the complex task the improvement of the degree of attention, more learner input, language performance is more excellent.2. resource consumption dimensions of the specific operation is whether to provide pre task planning time, the pre task planning time under the condition of two language writing language fluency is significantly improved, and the accuracy and complexity and no pre task planning time under the condition of not much difference between through interviews found that learners in the pre task planning time use more cognitive strategies and metacognitive strategies, high level learners than low level learners more The effective use of pre task planning time.3. learners' two language proficiency and pre task planning time had interactive influence on writing language performance, in other words, the pre task planning time for high level learners can play a positive role, but for the low level learners do not have any help. Two the number of language level and task factors no interactive influence on two language writing language performance, that is to say, regardless of the number of factors increase high level learners or low level learners will promote their language in two language writing fluency, accuracy and complexity of improvement. The research results show that the cognitive hypothesis and limited attention model, thus further enrich the task complexity theory, and to the two language acquisition researchers, provides theoretical and practical basis for teachers and Teaching Syllabus designers, in order to effectively improve the two language learners As for writing level, we need to deeply study the influence of task characteristics and tasks on the output of two language, and study the two language level of learners. Based on that, we design or select the most effective task of learners' best performance.

【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：H09
，

本文編號：1710379