目前,已有眾多研究力證了讀后續(xù)寫對(duì)于二語(yǔ)學(xué)習(xí)的促進(jìn)作用（如Wang&Wang 2015;姜琳、陳錦2015;Zhang 2017等）。而隱藏在讀后續(xù)寫中的那一“神秘力量”便是協(xié)同效應(yīng),一種人們?cè)诨?dòng)中相互配合、動(dòng)態(tài)調(diào)整、彼此適應(yīng)的社會(huì)認(rèn)知過(guò)程。協(xié)同會(huì)發(fā)生在不同的層面,包括情景模式層面和語(yǔ)言層面。情景模式層面的協(xié)同涉及至少五個(gè)維度,分別是時(shí)間,地點(diǎn),人物與物體,意圖與因果。而語(yǔ)言層面的協(xié)同則指的是詞匯、短語(yǔ)、句子等層面的協(xié)同。之前的很多相關(guān)研究都以對(duì)比輸入文本與學(xué)習(xí)者產(chǎn)出的文本的方式研究了語(yǔ)言層面的協(xié)同,而情景模式層面協(xié)同的分析則相對(duì)空白。本研究試圖從停頓的角度出發(fā),更加深入地了解在寫作過(guò)程中的協(xié)同效應(yīng),并嘗試回答以下兩個(gè)問(wèn)題:1)在完成讀后續(xù)寫任務(wù)時(shí),寫作者是如何與輸入文本在情景模式層面和語(yǔ)言層面協(xié)同的?2)寫作者在與協(xié)同有關(guān)的停頓處進(jìn)行了何種認(rèn)知活動(dòng)?為了回答以上問(wèn)題,研究者運(yùn)用兩個(gè)故事類讀后續(xù)寫任務(wù)進(jìn)行了一次實(shí)證研究。八名來(lái)自中國(guó)南部某大學(xué)的英語(yǔ)專業(yè)一年級(jí)學(xué)生參加了此次研究。實(shí)驗(yàn)主要包括兩個(gè)部分。首先,他們被要求在電腦上獨(dú)立完成讀后續(xù)寫任務(wù)。實(shí)驗(yàn)所用的電腦已提前安裝好軟件I... 

【文章來(lái)源】：廣東外語(yǔ)外貿(mào)大學(xué)廣東省

【文章頁(yè)數(shù)】：104 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research background
    1.2 Research rationale and significance
    1.3 Research questions
    1.4 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Alignment
        2.2.1 The definition of alignment
        2.2.2 Research on alignment at different levels
    2.3 The continuation task
        2.3.1 The introduction to the continuation task
        2.3.2 The previous studies on the continuation task
    2.4 Summary
CHAPTER THREE METHODOLOGY
    3.1 Overview
    3.2 Participants
    3.3 Instruments
        3.3.1 Input materials
        3.3.2 Inputlog
        3.3.3 Stimulated recall
    3.4 Procedures
    3.5 Data collection and analyses
        3.5.1 Analysis on the stimulated recall protocols
        3.5.2 Analysis on the videotapes of writing processes
        3.5.3 Analysis on the compositions
        3.5.4 Analysis on the alignment-related pauses
    3.6 Summary
CHAPTER FOUR FINDINGS OF THE STUDY
    4.1 Overview
    4.2 The general processes of continuation task
        4.2.1 A general description about pre-writing processes:the readingprocesses
        4.2.2 A general description about the while-writing processes:pausebehaviors
        4.2.3 A general description about the after-writing processes:revisionprocesses
        4.2.4 A general description about the output compositions
    4.3 Alignments at different levels
        4.3.1 Alignment at situational levels
        4.3.2 Alignments at linguistic levels
        4.3.3 Alignments at other levels
        4.3.4 Re-reading as a strategy to enhance alignment
    4.4 Analysis of the alignment-related pauses
        4.4.1 Representations of cognitive activities
        4.4.2 Frequencies of cognitive activities during the alignment-relatedpauses
    4.5 Summary
CHAPTER FIVE DISCUSSION AND CONCLUSION
    5.1 Overview
    5.2 Summary of major findings
    5.3 Discussion and implications
    5.4 Limitations and recommendations for the future
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
在校期間發(fā)表論文清單


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