【摘要】：英語課堂中任務(wù)研究的一個(gè)分支考察仟?jiǎng)?wù)內(nèi)在的認(rèn)知復(fù)雜度對(duì)學(xué)習(xí)者在任務(wù)完成中的語言表現(xiàn)和互動(dòng)特點(diǎn)等的影響。在關(guān)于任務(wù)認(rèn)知復(fù)雜度的理論假設(shè)中,Robinson將任務(wù)復(fù)雜度劃分了不同維度,認(rèn)為在由元素?cái)?shù)量、推理要求等控制的資源導(dǎo)向維度上,任務(wù)復(fù)雜度增加反而使學(xué)習(xí)者語言表現(xiàn)更佳,也更有可能產(chǎn)生協(xié)商互動(dòng)。本研究旨在進(jìn)一步驗(yàn)證Robinson的假設(shè),通過元素?cái)?shù)量和推理要求二個(gè)自變量來操控任務(wù)復(fù)雜度,考察其對(duì)因變量——學(xué)習(xí)者在任務(wù)完成過程中互動(dòng)話語量和協(xié)商互動(dòng)特性的影響。來自江蘇某高校本科非英語專業(yè),英語中等偏低水平的56名學(xué)生參加了實(shí)驗(yàn)。學(xué)生被隨機(jī)分配到簡單任務(wù)組和復(fù)雜任務(wù)組并自由配對(duì),二個(gè)組均為14對(duì)。兩組均被要求完成一項(xiàng)關(guān)于參觀路線的“做決定”任務(wù),簡單任務(wù)中任務(wù)元素較少,且所需推理較少；復(fù)雜任務(wù)中任務(wù)元素較多、需進(jìn)行較多推理。所有小組完成任務(wù)過程被全程錄音并被轉(zhuǎn)寫。研究者對(duì)轉(zhuǎn)錄文本所做的定量分析主要包括：兩個(gè)組各自在互動(dòng)中產(chǎn)出的話語量、話輪轉(zhuǎn)換和協(xié)商互動(dòng)數(shù)量、不同協(xié)商策略和協(xié)商內(nèi)容的分布比例,以及修飾性輸出的數(shù)量等。兩個(gè)組的上述指標(biāo)均使用SPSS進(jìn)行差異顯著檢驗(yàn)。此外,針對(duì)重要的協(xié)商片段進(jìn)行了定性分析,以揭示任務(wù)復(fù)雜度對(duì)學(xué)生互動(dòng)的具體影響。主要研究結(jié)果如下：1.就互動(dòng)話語量而言,復(fù)雜任務(wù)組產(chǎn)生的總話語量多,且組間差異達(dá)到顯著。但從具體的復(fù)雜度變量看,在操控元素?cái)?shù)量的部分,兩個(gè)組的話語量差異不顯著；而在操控推理需求的部分,則差異顯著。2.在互動(dòng)協(xié)商特性上,復(fù)雜任務(wù)比簡單任務(wù)激發(fā)了更多的話輪轉(zhuǎn)換,且有顯著差異。但同話語量相同,操控元素?cái)?shù)量并未造成話輪數(shù)量的顯著差異。而在操控推理需求的部分,則出現(xiàn)了顯著性差異。3.就協(xié)商互動(dòng)的策略使用看,在總的使用頻率上復(fù)雜任務(wù)組高于簡單任務(wù)組；在具體的協(xié)商策略種類上,復(fù)雜組使用確認(rèn)核查.要求澄清和反駁的頻次顯著高于簡單任務(wù)組,而其余的協(xié)商策略差異不顯著。4.從協(xié)商互動(dòng)的話題內(nèi)容看,復(fù)雜任務(wù)組的意義協(xié)商和內(nèi)容協(xié)商的比例大于簡單任務(wù)組,差異均達(dá)到顯著水平；但兩個(gè)組在形式協(xié)商的比例上未表現(xiàn)出顯著性差異。在兩個(gè)組內(nèi)部,內(nèi)容協(xié)商的比例均為最高；此外,在簡單組中形式協(xié)商多于意義協(xié)商。5.修飾輸出方面,在兩組中均為接受意見的比例最高。復(fù)雜任務(wù)中意義澄清更多,所占比例也更高；而在形式協(xié)商的語言領(lǐng)會(huì)上,簡單任務(wù)中數(shù)量更多,但是復(fù)雜任務(wù)中語言領(lǐng)會(huì)的比例更高。從研究結(jié)果看,本研究總體上支持了Robinson的假說,但部分研究結(jié)果還不一致。其原因之一可能與完成任務(wù)者的語言水平有關(guān),今后研究需加以控制或?qū)⑵渥鳛閰f(xié)變量。本研究能為任務(wù)研究和外語課堂任務(wù)設(shè)計(jì)實(shí)踐提供一定的啟示。
[Abstract]:A branch of task study in English classroom examines the effects of cognitive complexity on learners' language performance and interaction in task completion. In the theoretical hypothesis of task cognitive complexity, Robinson divides task complexity into different dimensions, and considers that increasing task complexity makes learners perform better in resource-oriented dimensions controlled by the number of elements, reasoning requirements, and so on. It is also more likely to produce consultative interaction. The purpose of this study is to further test the hypothesis of Robinson. The task complexity is manipulated by the number of elements and the reasoning requirement of two independent variables, and the influence of the variables on the interactive discourse quantity and negotiation interaction characteristics of learners during task completion is investigated. Fifty-six non-English majors and low English majors from a university in Jiangsu Province participated in the experiment. Students were randomly assigned to simple task groups and complex task groups and matched freely, with 14 pairs in both groups. Both groups were asked to complete a "decision-making" task on the tour route, with fewer task elements and less reasoning required for simple tasks, and more task elements for complex tasks, which required more reasoning. All teams were recorded and transferred throughout the task. The quantitative analysis of transcribed text mainly includes the quantity of speech produced by the two groups in interaction, the number of turn-switching and negotiation interaction, the distribution ratio of different negotiation strategies and negotiation contents, and the quantity of modified output, etc. The above indexes of the two groups were tested by SPSS. In addition, qualitative analysis of important negotiation segments is carried out to reveal the specific impact of task complexity on student interaction. The main findings are as follows: 1. As far as interactive discourse quantity is concerned, complex task groups produce a large amount of total discourse, and the differences between groups are significant. However, from the point of view of specific complexity variables, there was no significant difference between the two groups in the number of manipulation elements, while in the part of manipulation reasoning requirements, the difference was significant. 2. In interactive negotiation, complex tasks stimulate more turn-switching than simple tasks, and there are significant differences. However, the same number of words, the number of manipulation elements did not cause significant differences in the number of turns. On the other hand, there is a significant difference in the manipulation of reasoning requirements. 3. In terms of the strategy usage of negotiation interaction, the complex task force is higher than the simple task force in the overall usage frequency, and in the specific negotiation strategy type, the complex group uses confirmation verification. The frequency of requests for clarification and rebuttal was significantly higher than that of the simple task force, while the remaining negotiation strategies did not differ significantly. 4. From the content of negotiation and interaction, the ratio of meaning negotiation and content negotiation in complex task group is higher than that in simple task group, and the difference is significant, but there is no significant difference in the proportion of formal negotiation between the two groups. In both groups, the ratio of content negotiation was the highest; in addition, in simple groups, formal negotiation was more than meaning negotiation. 5. In terms of modification output, the highest percentage in both groups was accepted. In complex tasks, meaning clarification is greater and the proportion is higher, while in formal negotiation, the number of simple tasks is more than that in complex tasks, but the proportion of language comprehension in complex tasks is higher. The results show that this study generally supports Robinson's hypothesis, but some of the results are not consistent. One of the reasons may be related to the language level of the task holder, which needs to be controlled or regarded as a covariable in future studies. This study can provide some inspiration for task research and foreign language classroom task design practice.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H319.3
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本文編號(hào)：2436818