本文選題：帶標記的范文 + 二語寫作��； 參考：《北京外國語大學》2017年碩士論文

【摘要】：本研究旨在探索在二語寫作學習中,帶標記范文是否對學習者的詞匯附帶注意和使用產(chǎn)生影響。研究采取類似實驗的研究方法,將某校高二年級34名學生定為受試,并根據(jù)二語水平將其分為兩個同質(zhì)組,每組包括8名高水平,6名中等水平和3名低水平學生。兩組學生均需完成兩項三階段寫作任務(wù),每個任務(wù)包括三階段:1)根據(jù)寫作要求進行初次寫作,2)將自身文章同范文進行比較,注意區(qū)別并筆頭記錄,實驗組為帶標記范文,控制組為無標記范文,3)根據(jù)寫作要求重寫文章。因?qū)W習者個人原因可能導致前兩個階段筆記記錄的不準確性,本研究設(shè)計兩項寫作任務(wù),兩組受試者在兩項任務(wù)中交換實驗組和控制組身份。最后,除了學生完成的兩次作文和書面筆記,本研究另搜集訪談轉(zhuǎn)錄和問卷等數(shù)據(jù),以探索帶標記范文影響注意的具體過程和影響使用的主要因素。研究結(jié)果顯示,在任務(wù)一中,實驗組在目標詞匯的注意未顯著超過控制組,但在任務(wù)二中顯現(xiàn)出顯著優(yōu)勢。在兩個任務(wù)中,實驗組在目標詞匯的使用上均未顯著超過控制組。通過對每個詞匯注意和使用數(shù)量的統(tǒng)計,結(jié)合訪談和問卷數(shù)據(jù),本研究發(fā)現(xiàn),詞匯突顯度和任務(wù)要求是影響詞匯注意的兩大決定性因素。因各種物理特性和任務(wù)特性形成自我突顯的詞匯不需要外部突顯,而自身突顯度低的目標詞,特別是在任務(wù)要求過高而占用注意資源的情況下,外部突顯能有效促進學習者對目標詞的注意。同時,學習者對目標詞匯的使用主要受到詞匯復雜度的影響,包括詞匯形式和用法。而針對二語水平對注意和使用的影響,高水平者注意得最多,中等水平則納入得最多,低水平則始終在兩方面均保持最低。此項研究進一步拓展了強調(diào)標記對二語詞匯的影響研究領(lǐng)域,初步證明在二語寫作范文學習過程中,強調(diào)標記對范文詞匯的附帶注意有所影響,對詞匯使用卻無顯著幫助。但是,強調(diào)標記一定程度上促進了學習者對目標詞匯的注意,引起二語系統(tǒng)的變化,受到了學習者的青睞和認可。故針對二語寫作范文教學,本研究建議根據(jù)學生二語水平,目標詞匯的交際價值,可學性等因素,充分發(fā)揮強調(diào)標記的作用,并有的放矢地采取相應(yīng)教學策略促進強調(diào)標記的作用,如加強學生對目標詞匯的記憶,促進學生對某些詞匯用法的了解。
[Abstract]:The purpose of this study is to explore whether the tagged model text has an effect on the learners' incidental attention and usage in second language writing. In this study, 34 students in grade two of a school were divided into two homogeneous groups according to their second language level, each group consisted of 8 middle and 3 low level students. The two groups of students were required to complete two three-stage writing tasks, each of which consisted of three stages: 1) for the first time writing according to the writing requirements. (2) compare their own articles with the model text, pay attention to the differences and write down the notes. The experimental group was marked as a model essay. The control group is an unmarked model essay 3) rewriting the article according to the writing requirements. The present study designed two writing tasks in which two groups of subjects exchanged the identities of experimental and control groups for personal reasons which may lead to inaccuracy of notes in the first two stages. Finally, in addition to the two compositions and written notes completed by the students, the data of interview transcripts and questionnaires were collected in order to explore the specific process and the main factors affecting the use of the marked text. The results showed that in task one, the attention of the experimental group in the target vocabulary was not significantly higher than that in the control group, but it showed significant advantages in task two. In the two tasks, the use of target vocabulary in the experimental group was not significantly higher than that in the control group. Based on the statistics of the number of words' attention and usage and the data of interviews and questionnaires, this study finds that vocabulary salience and task requirements are the two decisive factors affecting vocabulary attention. Words that form self-prominence due to various physical and task characteristics do not require external salience, but low self-salience, especially in situations where tasks require too much attention and take up attention resources. External salience can effectively promote learners' attention to target words. At the same time, learners' use of target vocabulary is mainly influenced by lexical complexity, including lexical form and usage. In view of the influence of L2 level on attention and use, the high level pays the most attention, the middle level takes in the most, and the low level always keeps the lowest in both aspects. This study further expands the research field of the influence of emphasis on the second language vocabulary. It is proved that in the process of learning the model text in second language writing, the emphasis on marker has some influence on the incidental attention of the model essay, but it has no significant help to the use of vocabulary. However, to some extent, the emphasis on markers has promoted learners' attention to target vocabulary and caused the change of L2 system, which has been favored and recognized by learners. Therefore, in view of the model teaching of second language writing, this study suggests that the emphasis on marking should be given full play according to the students' second language proficiency, the communicative value of the target vocabulary and the learnability of the target vocabulary. And the corresponding teaching strategies should be adopted to promote the emphasis on the role of markers, such as strengthening the students' memory of the target vocabulary and promoting the students' understanding of some vocabulary usage.
【學位授予單位】：北京外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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