作為二語(yǔ)寫(xiě)作教學(xué)與研究中的重要構(gòu)念之一,句法復(fù)雜性與二語(yǔ)學(xué)習(xí)者的語(yǔ)言水平及寫(xiě)作質(zhì)量之間的關(guān)系成為眾多二語(yǔ)寫(xiě)作研究的重點(diǎn)。在當(dāng)今英語(yǔ)教學(xué)環(huán)境下,隨著整體語(yǔ)言教學(xué)觀以及多模態(tài)交際情境的出現(xiàn),綜合性寫(xiě)作任務(wù)已經(jīng)被越來(lái)越廣泛的應(yīng)用于各種大型考試中。本文研究無(wú)材料寫(xiě)作和讀寫(xiě)結(jié)合寫(xiě)作任務(wù)對(duì)不同水平英語(yǔ)學(xué)習(xí)者句法復(fù)雜性的影響。本研究探討三個(gè)研究問(wèn)題:1)寫(xiě)作任務(wù)類(lèi)型對(duì)學(xué)生英語(yǔ)寫(xiě)作句法復(fù)雜性的影響是怎樣的?2)學(xué)習(xí)者水平對(duì)英語(yǔ)寫(xiě)作句法復(fù)雜性的影響是怎樣的?3)寫(xiě)作任務(wù)類(lèi)型與學(xué)習(xí)者水平對(duì)學(xué)生英語(yǔ)寫(xiě)作句法復(fù)雜性的交互作用是怎樣的?本文的研究對(duì)象分別是203名非英語(yǔ)專(zhuān)業(yè)本科新生和260名非英語(yǔ)專(zhuān)業(yè)研究生。在本研究中,本科新生未通過(guò)大學(xué)英語(yǔ)四級(jí),為低水平學(xué)習(xí)者;研究生通過(guò)大學(xué)英語(yǔ)六級(jí),為高水平學(xué)習(xí)者。兩組研究對(duì)象分別各完成一次無(wú)材料寫(xiě)作和讀寫(xiě)結(jié)合寫(xiě)作。作者運(yùn)用二語(yǔ)句法復(fù)雜度分析器(L2SCA)對(duì)研究樣本的14項(xiàng)句法復(fù)雜度指標(biāo)(MLC,MLS,MLT,C/T,CT/T,DC/C,DC/T,CP/C,CP/T,T/S,CN/C,CN/T,VP/T,C/S)進(jìn)行測(cè)量分析。通過(guò)SPSS23.0對(duì)收集到的數(shù)據(jù)進(jìn)行兩因素...

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Previous Research about English Writing Abroad and at Home
        2.1.1 Previous Empirical Research about Different Types of Writing Task
        2.1.2 The Literature Review of Reading-to-Write Task
    2.2 Previous Research of the Syntactic Complexity Abroad and at Home
        2.2.1 Previous Studies of Syntactic Complexity Abroad
        2.2.2 Previous Studies of Syntactic Complexity at Home
Chapter Three Theoretical Framework
    3.1 The Input Hypothesis and Output Hypothesis
    3.2 Skehan’s Cognitive Approach to Language Learning
    3.3 Information Processing Model
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Research Instruments
        4.3.1 The Jacob’s Composition Rating Scale
        4.3.2 The Second Language Syntactic Complexity Analyzer
        4.3.3 Writing Papers
    4.4 The Research Process
        4.4.1 Carrying Out the Present Study
        4.4.2 Scoring
    4.5 Data Collection
    4.6 Data Analysis
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 The Differences of Syntactic Complexity of English Writings under Two Types of Writing Tasks among Learners at different levels
        5.1.2 The Simple Effect Test of Two Types of Writing Tasks and the Learners’ English Proficiency on Syntactic Complexity
        5.1.3 Summary
    5.2 Discussion
        5.2.1 Syntactic Complexity of Learners’English Writing under Two Types of Writing Tasks
        5.2.2 Syntactic Complexity of English Writings between Learners at Different Levels
        5.2.3 Analysis of Simple Effect of Two Types of Writing Tasks and the Learners’ English Proficiency on Syntactic Complexity
Chapter Six Conclusion
    6.1 Research Findings
    6.2 Implications for College English Writing Teaching
    6.3 Limitations of Current Study
Acknowledgements
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Academic Achievements



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