自從Robinson提出了認知假設,許多研究證實了任務復雜度在個人或兩個人任務中的影響。但是,這些研究大多側重口語任務,而且很少研究探究任務復雜度在合作寫作中對互動和學習結果的影響。為了彌補前人研究的不足,本論文基于Robinson的認知假設和合作學習的理論,研究任務復雜度和寫作方式對學習機會和語言產出的影響。具體有以下研究問題:(1)任務復雜度分別對個人寫作和兩人合作寫作任務中的學習機會和語言產出有什么影響?(2)在不同任務復雜度的條件下,二語學習者在個人寫作和兩人合作寫作中學習機會和語言產出的表現(xiàn)有什么影響?(3)任務復雜度和寫作方式對學習機會和語言產出有沒有交互影響?為了回答這三個研究問題,本研究采用兩個不同任務復雜度的敘述任務,簡單任務是有故事結構的任務,而復雜任務沒有故事結構。兩種寫作方式分別是個人寫作和兩人合作寫作。來自廣東外語外貿大學的51名中等水平的一年級英語專業(yè)學生參加了本實驗,其中,17名學生被隨機分到個人組,另外34名學生分至兩人組,共17對。個人組學習者獨自完成簡單任務和復雜任務,在完成寫作任務的同時進行有聲思維。兩人合作組則是兩人合作共同完成簡單任務和復雜任務...

【文章頁數(shù)】：89 頁

【學位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Research orientation
    1.2 Rationale and significance of the present study
    1.3 Key research questions
    1.4 Organization of the remaining contents
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Task complexity
        2.2.1 The Triadic Componential Framework
        2.2.2 Task complexity and the Cognition Hypothesis
    2.3 Definition of task structure
    2.4 Peer collaboration and L2 learning
    2.5 Empirical studies on task complexity and interaction
    2.6 Empirical studies on task complexity manipulated along ± task structure
    2.7 Empirical studies on peer collaboration
    2.8 Comments on the previous studies
    2.9 Summary
CHAPTER THREE METHODOLOGY
    3.1 Overview
    3.2 Research questions revisited
    3.3 Operationalization of variables for investigation
    3.4 Participants
    3.5 Instruments
        3.5.1 Narrative task strips
        3.5.2 Questionnaire
    3.6 Procedure of data collection
    3.7 Data coding and analysis
        3.7.1 Data coding
        3.7.2 Data analysis
    3.8 Summary
CHAPTER FOUR RESULTS FOR RESEARCH QUESTIONS
    4.1 Overview
    4.2 Results for research question1:effects of task complexity on the learning opportunities and linguistic output
        4.2.1 Effects of task complexity on the learning opportunities
        4.2.2 Effects of task complexity on the linguistic output
    4.3 Results for research question2:effects of ways of writing on the learning opportunities and linguistic output
        4.3.1 Effects of ways of writing on the learning opportunities
        4.3.2 Effects of ways of writing on the linguistic output
    4.4 Results for research question3:interactional effects betweenthe effect of task complexity and the ways of writing
    4.5 Summary
CHAPTER FIVE DISCUSSION FOR THE RESULTS
    5.1 Overview
    5.2 Discussion for research question1:effects of task complexity
    5.3 Discussion for research question2:effects of ways of writing
    5.4 Discussion for research question3:interactional effects between the effects of task complexity and ways of writing
    5.5 Summary
CHAPTER SIX CONCLUSIONS AND IMPLICATIONS
    6.1 Overview
    6.2 Summary of major findings
    6.3 Implications
        6.3.1 Theoretical implications
        6.3.2 Methodological implications
        6.3.3 Pedagogical implications
    6.4 Limitations of the present study and recommendations for future studies
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D
    Appendix E
    Appendix F
    Appendix G
    Appendix H



本文編號：3807656