任務(wù)型語言教學(xué)早在上世紀(jì)80年代就已經(jīng)引起廣泛關(guān)注,任務(wù)型教學(xué)的實(shí)施肯定了任務(wù)有利于提高語言學(xué)習(xí)的實(shí)際意義。對(duì)于任務(wù)的研究越來越關(guān)注學(xué)習(xí)者心理機(jī)制。認(rèn)知負(fù)荷理論指出,個(gè)體在任務(wù)完成的過程中需耗費(fèi)由工作記憶容量所提供的認(rèn)知資源,引發(fā)內(nèi)在認(rèn)知負(fù)荷、外在認(rèn)知負(fù)荷以及相關(guān)認(rèn)知負(fù)荷,進(jìn)而可能對(duì)學(xué)習(xí)和任務(wù)的完成結(jié)果產(chǎn)生影響。為進(jìn)一步探討認(rèn)知負(fù)荷對(duì)口語產(chǎn)出的影響,本研究從認(rèn)知負(fù)荷的角度考察任務(wù)型教學(xué)設(shè)計(jì)中備受關(guān)注的話題熟悉度和任務(wù)前策略準(zhǔn)備條件對(duì)學(xué)習(xí)者認(rèn)知負(fù)荷和二語口語產(chǎn)出的影響。研究問題如下:1)話題熟悉度對(duì)口語產(chǎn)出和認(rèn)知負(fù)荷分別有何影響?2)任務(wù)前策略準(zhǔn)備對(duì)口語產(chǎn)出和認(rèn)知負(fù)荷分別有何影響?3)話題熟悉度和任務(wù)前策略準(zhǔn)備對(duì)口語產(chǎn)出和認(rèn)知負(fù)荷是否有交互作用?4)認(rèn)知負(fù)荷與口語產(chǎn)出是否相關(guān)?本研究以江南大學(xué)120名英語專業(yè)二年級(jí)本科生為研究對(duì)象。根據(jù)話題熟悉度(熟悉話題/不熟悉話題)和任務(wù)前策略準(zhǔn)備(有準(zhǔn)備/無準(zhǔn)備)兩個(gè)自變量組成2×2設(shè)計(jì)。實(shí)驗(yàn)通過學(xué)習(xí)者完成的話題熟悉度問卷確定口語產(chǎn)出任務(wù)的熟悉話題和不熟悉話題。無任務(wù)前策略準(zhǔn)備的情況下,學(xué)習(xí)者只有30秒閱讀材料時(shí)間。有任務(wù)前策略準(zhǔn)備條件下,學(xué)習(xí)者另...

【文章頁數(shù)】：102 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
ABBREVIATIONS
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Purposes and Significance of the Present Study
    1.3 Outline of the Paper
Chapter Two Literature Review
    2.1 Task-based Language Teaching and Task Factors
        2.1.1 Topic familiarity
        2.1.2 Strategic planning
        2.1.3 Cognitive task complexity
        2.1.4 Summary
    2.2 Cognitive Load Theory
        2.2.1 Definition of cognitive load
        2.2.2 Categorization of cognitive load
        2.2.3 Measurement of cognitive load
        2.2.4 Cognitive load and second language production
        2.2.5 Summary
Chapter Three RESEARCH METHOD
    3.1 Research Questions
    3.2 Participants
    3.3 Procedures
        3.3.1 Pilot study
        3.3.2 Procedures of the major study
    3.4 Main Task:Oral Production Task
    3.5 Instruments
        3.5.1 Questionnaire for background information
        3.5.2 Questionnaire for topic familiarity
        3.5.3 Objective measurement:Dual task method for TCL
        3.5.4 Subjective measurement:Learners’perception of ECL,ICL and GCL
        3.5.5 Stimulated recall
    3.6 Scoring
        3.6.1 Scoring of oral production performance
        3.6.2 Scoring of cognitive load
    3.7 Data Analysis
    3.8 Summary
Chapter Four RESULTS AND DISCUSSION
    4.1 Effects of Topic Familiarity
        4.1.1 Effects on participants’oral production
        4.1.2 Effects on participants’self-perception of cognitive load
    4.2 Effects of Pre-task Strategic Planning
        4.2.1 Effects on participants’oral performance
        4.2.2 Effects on participants’self-perception of task difficulty
    4.3 Interaction between Topic Familiarity and Pre-task Strategic Planning
        4.3.1 Interaction between topic familiarity and pre-task strategic planning on oral production
        4.3.2 Interaction between topic familiarity and pre-task strategic planning on cognitive load
    4.4 Correlation Between Cogniitive Load and Oral Performance
    4.5 Summary
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Directions for Future Research
REFERENCES
APPENDICES
    Appendix Ⅰ Papers Published during the MA Program
    Appendix Ⅱ Background Questionnaire
    Appendix Ⅲ Questionnaire for Topic Familiarity
    Appendix Ⅳ Learners’Perception of Cognitive Load
    Appendix Ⅴ Questions for Stimulated Recall



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