本文選題：任務(wù)條件 + 寫作提示�。� 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：任務(wù)型語言測試自20世紀(jì)90年代末已廣受關(guān)注。從那時起,許多研究人員開始對深入研究任務(wù)型測試。關(guān)于任務(wù)難度和任務(wù)類型的研究豐富,但深入研究任務(wù)條件及其對任務(wù)質(zhì)量影響的研究較少。本研究以Skehan的測試模型為基礎(chǔ),從詞匯多樣性、銜接和連貫、句法復(fù)雜性和可讀性的角度探究提示特征對學(xué)習(xí)者寫作文本復(fù)雜性的影響。本文研究四種任務(wù)條件(中文提綱提示、圖片提示、圖表提示和情景提示)對學(xué)習(xí)者寫作表現(xiàn)的影響。研究問題如下:1)不同的提示類型是否會影響學(xué)生的寫作表現(xiàn)?2)提示特征是否會影響學(xué)習(xí)者寫作的文本特征?3)學(xué)習(xí)者寫作表現(xiàn)的主要預(yù)測因子有哪些?本研究以60個英語專業(yè)本科生為研究對象,主要采用測試和文本分析的方法,研究語料為受試的240篇作文的文本。受試在2016年9月的第一周到第四周分別完成4篇不同提示的寫作任務(wù)。寫作表現(xiàn)由3個有經(jīng)驗的老師依據(jù)五級評分表(總分15分)給出評價。文本特征(基礎(chǔ)計數(shù)、銜接與連貫、詞匯多樣性、文本復(fù)雜性及可讀性)通過軟件Coh-Metrix3.0計算得出。學(xué)生寫作表現(xiàn)及文本分析結(jié)果所得數(shù)據(jù)通過SPSS 16.0進(jìn)行分析。數(shù)據(jù)分析顯示:1)提示特征影響學(xué)生的整體寫作。寫作任務(wù)1(中文提綱提示)明顯高于其他三個寫作任務(wù)(p=0.000)。寫作任務(wù)3學(xué)生的表現(xiàn)最差。其原因可能是學(xué)生從高中開始就大量的訓(xùn)練提綱式寫作。學(xué)生覺得圖表寫作最難,因為圖表提示給學(xué)生的文本提示信息太少。2)提示特征影響學(xué)習(xí)者寫作的文本特征,尤其對寫作產(chǎn)出的長度有顯著影響。情景提示的寫作文本最長,而中文提綱式提示的寫作文本最短。就詞匯多樣性和文本復(fù)雜性而言,圖片提示和情景提示的詞匯和句法較為復(fù)雜。3)影響學(xué)習(xí)者寫作表現(xiàn)的預(yù)測因子主要包括段落數(shù),句子數(shù)和字?jǐn)?shù)(p=0.000)。文字的長度是衡量寫作能力的重要指標(biāo)。這3個因素加起來可以解釋寫作任務(wù)1中52.7%的寫作得分。寫作任務(wù)2中的6個因素(段落數(shù)、句子數(shù)、字?jǐn)?shù)、詞匯多樣性、所有關(guān)聯(lián)詞數(shù)、副詞關(guān)聯(lián)詞數(shù))可以解釋62.7%的得分。寫作任務(wù)3中的5個因素(段落數(shù)、句子數(shù)、字?jǐn)?shù)、詞匯多樣性、詞干重疊率、名詞短語修辭詞數(shù))可以解釋50.8%的寫作表現(xiàn)。寫作任務(wù)4中的7個因素(段落數(shù)、句子數(shù)、字?jǐn)?shù)、詞匯多樣性、名詞短語修辭詞數(shù)和可讀性指標(biāo))可解釋學(xué)生寫作74.3%的得分。鑒于以上的研究發(fā)現(xiàn),本研究得出一些進(jìn)行語言測試和培養(yǎng)學(xué)習(xí)者寫作能力的啟示:1)高風(fēng)險英語測試中的寫作提示形式宜多樣化,以便體現(xiàn)學(xué)生的個性及創(chuàng)造性。測試中的中文提示可能會引導(dǎo)學(xué)生直接將提示翻譯成英語,不能真正地檢測他們潛在的寫作能力。2)測試設(shè)計人員應(yīng)該意識到寫作提示對受試者寫作表現(xiàn)的影響。為了保證考試的效度,對不同的寫作提示進(jìn)行前測是有必要的。3)教師在語言教學(xué)過程中應(yīng)培養(yǎng)學(xué)生在不同的寫作提示下提高英語寫作的能力。
[Abstract]:Since the end of 1990s, task-based language testing has attracted much attention. From that time, many researchers began to study task based testing. The research on task difficulty and task type was rich, but the research on task conditions and the impact on task quality were less. This study was based on the Skehan test model. The effects of diversity, cohesion, coherence, syntactic complexity and readability on the complexity of the writer's composition are explored. This paper studies the effects of four task conditions (Chinese outline hints, picture tips, chart hints and situational hints) on learners' writing performance. Research questions are as follows: (1) whether different types of hints will be different 2) does the feature affect the text characteristics of the learners' writing? (3) what are the main predictors of the learners' writing performance? This study focuses on 60 English majors, mainly using the methods of testing and text analysis, and studying the text of the 240 compositions of the subjects. The subjects are 2016 4 different writing tasks were completed in the first week to the fourth week of September. The writing performance was evaluated by 3 experienced teachers based on the five grade score (total score 15). The text features (basic count, cohesion and coherence, lexical diversity, text complexity and readability) were calculated by software Coh-Metrix3.0. The data obtained from the results of the present and text analysis are analyzed by SPSS 16. Data analysis shows that: 1) the characteristics affect the overall writing of the students. The writing task 1 (the Chinese outline hints) is obviously higher than the other three writing tasks (p=0.000). The writing task 3 students perform the worst. The reason may be that the students have been training a lot from high school. Class writing. Students find graphic writing the hardest, because the graph hints that the text messages to students are too little.2) the hint features influence the text characteristics of the learners' writing, especially on the length of the writing output. In text complexity, the vocabulary and syntax of picture hints and situational hints are more complex.3). The predictors of the learners' writing performance mainly include the number of paragraphs, the number of sentences and the number of words (p=0.000). The length of the text is an important indicator of the writing ability. The addition of these 3 factors can explain the writing score of 52.7% of the writing task 1. 6 factors (paragraph number, sentence number, word number, lexical diversity, all associated words, adverbs associated words) can explain the score of 62.7% in writing task 2. The 5 factors in writing task 3 (paragraph number, sentence number, word number, lexical diversity, stem overlap, noun phrase number) can explain 50.8% writing performance. Writing task 4 7 factors (paragraph number, sentence number, word number, lexical diversity, noun phrase number, and readability index) can explain the score of student writing 74.3%. In view of the findings above, this study finds some inspiration for language testing and training of learners' writing ability: 1) there are more forms of writing tips in high risk English tests. The Chinese hints in the test may lead the students to directly translate the hints into English and not really detect their potential writing ability.2). The test designers should be aware of the effect of writing tips on the writing performance of the subjects. In order to ensure the validity of the test, the different writing of the test will be guaranteed. It suggests that it is necessary to carry out pretest..3) teachers should cultivate students' ability to improve their English writing skills under different writing tips in the process of language teaching.

【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 劉麗;;淺析大學(xué)英語四級寫作之看圖作文[J];讀與寫(教育教學(xué)刊);2015年09期

2 何蓮珍;孫悠夏;;提示特征對中國學(xué)生綜合寫作任務(wù)的影響研究[J];外語教學(xué)與研究;2015年02期

3 董曼霞;方秀才;;TEM4寫作試題的任務(wù)特點與設(shè)計原則——基于TEM4寫作試題的歷時分析[J];外語測試與教學(xué);2014年03期

4 李莉文;李養(yǎng)龍;;高考英語寫作試題研究及其改革路徑探索——基于布盧姆-安德森認(rèn)知能力模型的探析[J];天津外國語大學(xué)學(xué)報;2013年01期

5 董曼霞;高曉瑩;楊志強;;高考英語全國卷書面表達(dá)題歷時分析與研究(1989～2011)[J];教育測量與評價(理論版);2011年10期

6 辜向東;楊志強;;CET二十年寫作試題分析與研究[J];外語與外語教學(xué);2009年06期

7 楊惠中;桂詩春;;語言測試的社會學(xué)思考[J];現(xiàn)代外語;2007年04期

8 邵繼榮;;任務(wù)類型和任務(wù)條件對EFL寫作的影響[J];國外外語教學(xué);2003年02期

9 陳慧媛,吳旭東;任務(wù)難度與任務(wù)條件對EFL寫作的影響[J];現(xiàn)代外語;1998年02期

相關(guān)碩士學(xué)位論文 前3條

1 賀麟茜;英語專業(yè)八級與雅思閱讀理解文本復(fù)雜度的對比研究[D];西南大學(xué);2013年

2 王宏偉;文本特征與二語寫作水平關(guān)系研究[D];國防科學(xué)技術(shù)大學(xué);2011年

3 張靜;漢語提示對高中生英語寫作能力的影響[D];上海師范大學(xué);2011年

，

本文編號：1793851