本文主要探究師生合作評價(jià)對高中生英語寫作的句法復(fù)雜性的影響。“師生合作評價(jià)”（TSCA）在已有的教學(xué)實(shí)踐中取得的成效顯著,但是這些成效的測評依據(jù)一般是基于客觀分?jǐn)?shù),沒有涉及衡量外語學(xué)習(xí)者寫作水平指標(biāo)中極其重要的句法復(fù)雜度,因此,本研究旨在研究師生合作評價(jià)對高中學(xué)生英語寫作句法復(fù)雜度的影響以期用一個(gè)新的測量角度驗(yàn)證TSCA在高中英語寫作教學(xué)中的有效性以及提高高中生的寫作水平。本研究基于產(chǎn)出導(dǎo)向法和過程寫作理論,以長沙市某普通高中一個(gè)班級的42位高三學(xué)生為研究對象進(jìn)行為期9周的實(shí)驗(yàn)。本研究的研究工具為寫作測試和訪談,采用二語句法復(fù)雜度分析器（L2SCA）來分析所收集寫作中句法復(fù)雜度4個(gè)維度下的10項(xiàng)指標(biāo),然后利用SPSS 20.0進(jìn)行了相關(guān)數(shù)據(jù)的分析統(tǒng)計(jì),從而探究該班級英語寫作前后測中的句法復(fù)雜度,并回答以下4個(gè)問題:（1）師生合作評價(jià)對高中生英語寫作語言產(chǎn)出長度有何影響?（2）師生合作評價(jià)對高中生英語寫作單位并列度有何影響?（3）師生合作評價(jià)對高中生英語寫作單位密度有何影響?（4）師生合作評價(jià)對高中生英語寫作短語復(fù)雜度有何影響?本研究主要有以下發(fā)現(xiàn):（1）師生合作評價(jià)能夠提升高中生英語寫... 

【文章來源】：湖南師范大學(xué)湖南省 211工程院校

【文章頁數(shù)】：128 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Introduction
Chapter One Literature Review
    1.1 Research on TSCA in EFL Writing
        1.1.1 Introduction of TSCA
        1.1.2 Application of TSCA to EFL Writing
    1.2 Research on Syntactic Complexity in EFL Writing
        1.2.1 Introduction of Syntactic Complexity
        1.2.2 Measurement of Syntactic Complexity
        1.2.3 Factors Influencing Syntactic Complexity
    1.3 Summary
Chapter Two Theoretical Basis
    2.1 Production-Oriented Approach
    2.2 Process Writing Theory
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Research Subjects
        3.1.3 Research Instruments
    3.2 Research Procedure
        3.2.1 Teaching Procedure
        3.2.2 Data Collection
        3.2.3 Data Analysis
Chapter Four Results& Discussion
    4.1 Effect of TSCA on the Language Length of Production
        4.1.1 Analysis of the Comparison of the Pre-test and the Post-test
        4.1.2 Analysis of the Interview
    4.2 Effect of TSCA on Unit Coordination
        4.2.1 Analysis of the Comparison of the Pre-test and the Post-test
        4.2.2 Analysis of the Interview
    4.3 Effect of TSCA on Unit Density
        4.3.1 Analysis of the Comparison of the Pre-test and the Post-test
        4.3.2 Analysis of the Interview
    4.4 Effect of TSCA on Phrasal Sophistication
        4.4.1 Analysis of the Comparison of the Pre-test and the Post-test
        4.4.2 Analysis of the Interview
Conclusion
Bibliography
Appendix Ⅰ Assessment Criteria for Written English Expression inCollege Entrance Examination
Appendix Ⅱ Pre-test
Appendix Ⅲ Post-test
Appendix Ⅳ Writing Materials
Appendix Ⅴ Teaching Case
Appendix Ⅵ Samples
Appendix Ⅶ Interview
Acknowledgements



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