本文選題：協(xié)同 + 讀后續(xù)寫�。� 參考：《現(xiàn)代外語》2017年05期

【摘要】：本文基于互動協(xié)同模型,以讀后續(xù)寫任務為例,采用2′2被試間設計,以任務感知和語言輸入類型為因素,構成四種不同的內、外部互動語境,考察了中國英語學習者外語寫作互動中的語篇協(xié)同情況。研究結果表明,外語寫作互動在語篇層面存在協(xié)同效應;內、外部互動語境不同,語篇協(xié)同強度有差異,任務感知影響情境模型和詞匯復雜度的協(xié)同強度,語言輸入類型影響語篇連貫性和動詞短語密度的協(xié)同強度;學習者會根據(jù)不同的內、外部互動語境,自組織、自適應地使用基于協(xié)同的策略,以實現(xiàn)最大化協(xié)同。
[Abstract]:Based on the interactive cooperative model, this paper takes the task of continuous writing after reading as an example, adopts the design of 2X2 subjects, takes task perception and language input type as the factors, and forms four different internal and external interactive contexts. This paper examines the textual synergy of Chinese EFL learners in their foreign language writing interactions. The results show that there is a synergistic effect at the discourse level in EFL writing interaction, in which there are differences in the intensity of discourse synergy between internal and external interactive contexts, and task perception affects the synergistic intensity of situational models and lexical complexity. Language input types affect the coherence of discourse and the synergetic intensity of verb and phrase density. Learners use synergetic strategies adaptively according to different internal and external interactive contexts in order to achieve maximum synergy.
【作者單位】： 江西師范大學;
【基金】：江西省社科規(guī)劃項目“互動協(xié)同視角下中國大學生英語寫作的語篇能力習得研究”(16YY07)的研究成果
【分類號】：H319.3
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本文編號：1945251