本研究探究讀后續(xù)寫任務(wù)中合作對(duì)話對(duì)協(xié)同及寫作文本準(zhǔn)確性的影響�；谕醭趺鞯睦m(xù)理論,具體研究?jī)?nèi)容包括:相比較個(gè)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(zhǔn)確性;合作續(xù)寫如何影響協(xié)同和文本準(zhǔn)確性。來自國內(nèi)某高校本科二年級(jí)兩個(gè)平行班的32名英語專業(yè)學(xué)生參與了本次研究,分別完成了兩次讀后續(xù)寫任務(wù)（合作讀后續(xù)寫和個(gè)人讀后續(xù)寫）。任務(wù)內(nèi)容和實(shí)施的過程受到有效控制。實(shí)驗(yàn)數(shù)據(jù)包括受試完成的16份個(gè)人寫作文本和16份合作寫作文本,學(xué)生在合作續(xù)寫過程中的對(duì)話錄音轉(zhuǎn)寫,調(diào)查問卷及訪談。對(duì)任務(wù)中產(chǎn)生的32份續(xù)寫文本的定性分析發(fā)現(xiàn),相比個(gè)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(cuò)誤小句和無錯(cuò)誤獨(dú)立句的分析發(fā)現(xiàn),合作寫作對(duì)續(xù)寫文本的準(zhǔn)確性也有顯著影響。合作對(duì)話的分析發(fā)現(xiàn),合作互動(dòng)有利于學(xué)習(xí)者關(guān)注原文本和理解原文本,這兩種因素增強(qiáng)了續(xù)寫中的語言協(xié)同強(qiáng)度。合作對(duì)話也提供學(xué)習(xí)者更多機(jī)會(huì)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(jìn)一步證實(shí)合作對(duì)話對(duì)讀后續(xù)寫中的協(xié)同和文本準(zhǔn)確性有積極的影響。論文最后探討了本研究對(duì)二語教學(xué)的啟示并為今后的相關(guān)研究提出了相應(yīng)... 

【文章來源】：大連海事大學(xué)遼寧省 211工程院校

【文章頁數(shù)】：96 頁

【學(xué)位級(jí)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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