句法復(fù)雜度指的是學(xué)習(xí)者語(yǔ)言產(chǎn)出中不同句法單位的數(shù)量以及各句法單位之間的關(guān)系(Bulté&Housen 2012)。Ortega(2012:128)認(rèn)為在二語(yǔ)習(xí)得研究中,句法復(fù)雜度指標(biāo)可被用來(lái)衡量語(yǔ)言水平、描述語(yǔ)言特征和追蹤語(yǔ)言發(fā)展。句法復(fù)雜度指標(biāo)的變化能反映出學(xué)習(xí)者語(yǔ)言能力,尤其是句法能力的變化。據(jù)此,相關(guān)研究有助于我們了解二語(yǔ)習(xí)得的具體過(guò)程,對(duì)二語(yǔ)習(xí)得和二語(yǔ)寫作理論的構(gòu)建具有重要的參考意義。鑒于句法復(fù)雜度研究的重要作用和價(jià)值,自上世紀(jì)末以來(lái),相關(guān)研究方興未艾、碩果累累。大批實(shí)證研究旨在探索句法復(fù)雜度與學(xué)習(xí)者語(yǔ)言水平或?qū)懽魉降年P(guān)系,這些研究結(jié)果已表明句法復(fù)雜度指標(biāo)可以區(qū)分學(xué)習(xí)者的語(yǔ)言水平或?qū)懽魉?并找到了一些能預(yù)測(cè)學(xué)習(xí)者語(yǔ)言水平或?qū)懽魉阶钣行У闹笜?biāo)。這些研究結(jié)果有助于我們了解高分作文或高水平作文的文本特征,因此對(duì)寫作教學(xué)、寫作測(cè)試和教材編寫具有重要的指導(dǎo)作用。經(jīng)過(guò)三十多年的發(fā)展,近來(lái),句法復(fù)雜度研究中又出現(xiàn)新的研究動(dòng)向,比如聚焦中低水平的初高中英語(yǔ)學(xué)習(xí)者語(yǔ)言產(chǎn)出中的句法復(fù)雜度特征、使用更加具體的細(xì)顆粒句法復(fù)雜度指標(biāo)(fine-grained syntactic compl...

【文章頁(yè)數(shù)】：238 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
摘要
Abstract
Acknowledgements
List of abbreviations
Chapter 1 Introduction
    1.1 Rationale for the current study
    1.2 Purpose of this study
    1.3 Significance of this study
    1.4 Structure of the dissertation
Chapter 2 Literature Review
    2.1 L2 writing development from multiple perspectives
    2.2 Syntactic complexity:construct and operationalization
    2.3 Syntactic elaboration and syntactic diversity:Two essential dimensions ofsyntactic complexity
    2.4 Syntactic complexity and L2 writing
        2.4.1 Syntactic complexity in gauging L2 writing proficiency
        2.4.2 Syntactic complexity in tracking longitudinal L2 writing development
        2.4.3 The effects of various factors on syntactic complexity in L2 writing
    2.5 Four new trends in latest syntactic complexity research
        2.5.1 The emphasis on beginner and intermediate secondary school EFL learners
        2.5.2 The use of more fine-grained syntactic elaboration measures
        2.5.3 The reliance on annotated learner corpora
        2.5.4 The focus on the dynamic nature of syntactic complexity development
    2.6 Syntactic complexity differences between the writings of non-native speakersand the writings of native speakers
    2.7 Summary
Chapter 3 Current Study
    3.1 Research overview
    3.2 Research questions
        3.2.1 Research questions1-3:Syntactic complexity in the writings of beginner and intermediate secondary school EFL learners
        3.2.2 Research questions4-6:The differences of syntactic complexity between the writings of non-native speakers and the writings of native-speakers
Chapter 4 Method
    4.1 Data
        4.1.1 The learner corpus
        4.1.2 The native speakers’corpus
    4.2 Measures and instruments
        4.2.1 Traditional large-grained syntactic elaboration measures
        4.2.2 The instrument to analyze large-grained syntactic elaboration measures
        4.2.3 Fine-grained syntactic elaboration measures
        4.2.4 The syntactic diversity measure
        4.2.5 The instrument to analyze fine-grained syntactic elaboration and diversity measures
        4.2.6 Summary of syntactic complexity measures and the corresponding instruments
    4.3 Statistical analysis
Chapter 5 Results
    5.1 Syntactic complexity in the writings of secondary school EFL learners(RQs1-3)
        5.1.1 Large-grained syntactic elaboration measures(RQ1)
        5.1.2 Fine-grained syntactic elaboration measures(RQ2)
        5.1.3 The syntactic diversity measure(RQ3)
    5.2 Differences of syntactic complexity between the writings of non-native speakers and the writings of native speakers(RQs4-6)
        5.2.1 Differences in large-grained syntactic elaboration measures(RQ4)
        5.2.2 Differences in fine-grained syntactic elaboration measures(RQ5)
        5.2.3 Differences in the syntactic diversity measure(RQ6)
    5.3 Summary of results of the six research questions
Chapter 6 Discussion
    6.1 Discussion of the six research questions
        6.1.1 Discussion of research questions 1-3
        6.1.2 Discussion of research questions 4-6
    6.2 Discussion of the new trends
Chapter 7 Conclusion
    7.1 Summary of findings
        7.1.1 Findings of research questions 1-3
        7.1.2 Findings of research questions 4-6
        7.1.3 Findings of the whole study
    7.2 Implications
        7.2.1 Syntactic complexity and second language acquisition research
        7.2.2 L2 writing instruction and assessment
    7.3 Limitations
References
Appendices
Curriculum Vitae



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