本研究探究讀后續(xù)寫任務中合作對話對協(xié)同及寫作文本準確性的影響�；谕醭趺鞯睦m(xù)理論,具體研究內(nèi)容包括:相比較個人寫作,合作寫作是否更有效提高讀后續(xù)寫中的詞匯、短語、句子協(xié)同及文本準確性;合作續(xù)寫如何影響協(xié)同和文本準確性。來自國內(nèi)某高校本科二年級兩個平行班的32名英語專業(yè)學生參與了本次研究,分別完成了兩次讀后續(xù)寫任務（合作讀后續(xù)寫和個人讀后續(xù)寫）。任務內(nèi)容和實施的過程受到有效控制。實驗數(shù)據(jù)包括受試完成的16份個人寫作文本和16份合作寫作文本,學生在合作續(xù)寫過程中的對話錄音轉(zhuǎn)寫,調(diào)查問卷及訪談。對任務中產(chǎn)生的32份續(xù)寫文本的定性分析發(fā)現(xiàn),相比個人寫作,合作續(xù)寫文本中的詞匯、短語、句子協(xié)同數(shù)量顯著性提高。除此之外,通過無錯誤小句和無錯誤獨立句的分析發(fā)現(xiàn),合作寫作對續(xù)寫文本的準確性也有顯著影響。合作對話的分析發(fā)現(xiàn),合作互動有利于學習者關(guān)注原文本和理解原文本,這兩種因素增強了續(xù)寫中的語言協(xié)同強度。合作對話也提供學習者更多機會去解決語言問題,從而提高續(xù)寫文本的語言質(zhì)量。本研究進一步證實合作對話對讀后續(xù)寫中的協(xié)同和文本準確性有積極的影響。論文最后探討了本研究對二語教學的啟示并為今后的相關(guān)研究提出了相應... 

【文章來源】：大連海事大學遼寧省 211工程院校

【文章頁數(shù)】：96 頁

【學位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 The Purpose of the Present Study
    1.3 The Significance of the Present Study
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Alignment
        2.1.1 Definitions of Alignment
            2.1.1.1 Alignment from Mechanistic Psychology
            2.1.1.2 Alignment from a Socio-cognitive Perspective
        2.1.2 The Interactive Alignment Model
        2.1.3 Alignment and L2 Learning
    2.2 The Continuation Task
        2.2.1 The Continuation Task and Alignment Effect
        2.2.2 Previous Research on the Continuation Task
    2.3 Collaborative Writing
        2.3.1 Sociocultural Theory
        2.3.2 Collaborative Dialogue and Collaborative Writing
        2.3.3 Previous Research on Collaborative Writing
Research Methodology
    3.1 Overview
    3.2 Participants
    3.3 Materials
    3.4 Procedure
    3.5 Data Collection and Analysis
        3.5.1 Lexical, Structural Alignment
        3.5.2 Writing Accuracy
        3.5.3 Collaborative Dialogues
            3.5.3.1 Language-related Episodes
            3.5.3.2 Alignment-related Episodes
Chapter 4 Results and Discussion
    4.1 Results
        4.1.1 Frequency of Alignment
            4.1.1.1 Frequency of Lexical Alignment
            4.1.1.2 Frequency of Aligned Language Structures
        4.1.2 Writing Accuracy
        4.1.3 Collaborative Dialogue
            4.1.3.1 Language-related Episodes
            4.1.3.2 Alignment-related Episodes
    4.2 Discussion
        4.2.1 Effect of Collaborative Writing on Alignment
        4.2.2 Effect of Collaborative Writing on Writing Accuracy
        4.2.3 Effect of Collaborative Dialogue on Alignment and Writing Accuracy
Chapter 5 Conclusion
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Suggestions for Further Research
References
Appendix Ⅰ Reading Materials in Continuation Task
Appendix Ⅱ Questionnaire
Appendix Ⅲ Guidelines for Coding T-unit and Clause
Appendix Ⅳ Transcripts of Collaborative Dialogue
Appendix Ⅴ Interview Questions
Acknowledgement



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