詞匯豐富性是從廣度上衡量學生詞匯使用的重要指標。在過去的幾十年里,學者們對于學生詞匯豐富性的發(fā)展模式以及詞匯豐富性與寫作質量的關系進行了大量研究。但前人關于詞匯豐富性影響因素的研究較為局限。鑒于此,本研究探討續(xù)寫任務類型對于不同水平學生詞匯豐富性的影響。本研究旨在解決如下三個研究問題:(1)讀后續(xù)寫任務和關鍵詞提示續(xù)寫任務對學生英語寫作詞匯豐富性產生何種影響?續(xù)寫任務類型的影響是以何種方式體現在詞匯多樣性,詞匯復雜性和詞匯密度上的?(2)學生的高低水平對學生英語寫作詞匯豐富性產生何種影響?二語水平的影響是以何種方式體現在詞匯多樣性,詞匯復雜性和詞匯密度上的?(3)續(xù)寫任務類型和學生二語水平對學生詞匯豐富性的表現產生何種交互影響?為回答以上三個問題,山東省某重點大學共計82名英語專業(yè)學生參與此次研究。其中,40名大三學生為高水平學生,42名大一學生為低水平學生。22名高水平學生和22名低水平學生完成讀后續(xù)寫任務。18名高水平學生和20名低水平學生完成關鍵詞提示續(xù)寫任務。定量研究使用Range 32詞匯軟件處理和分析學生的寫作文本,數據用于描述性分析,獨立樣本t檢驗,曼-惠特尼U檢驗和單因...

【文章頁數】：127 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Statement of the Problem
    1.3 Purpose and Method of the Study
    1.4 Significance of the Study
    1.5 Organization of the Thesis
Chapter Two Literature Review
    2.1 Introduction
    2.2 Definitions of Key Terms
        2.2.1 Lexical Richness
        2.2.2 Continuation Task
    2.3 Previous Studies on Lexical Richness
        2.3.1 Studies on Lexical Richness and Writing Quality
        2.3.2 Studies on Factors Influencing Lexical Richness
        2.3.3 Studies on Developmental Features of Lexical Richness
    2.4 Previous Studies on Continuation Tasks
        2.4.1 Studies on Continuation Tasks at Word and Phrase Levels
        2.4.2 Studies on Continuation Tasks at Sentence and Discourse Levels
    2.5 Research Gaps and Research Questions
    2.6 Chapter Summary
Chapter Three Methodology
    3.1 Introduction
    3.2 Participants
    3.3 Writing Tasks
    3.4 Source of Data
    3.5 Data Collection Procedure
        3.5.1 Conducting the Pilot Study
        3.5.2 Collecting Students' Writing Samples
    3.6 Data Analysis Framework
        3.6.1 Measurements of Lexical Richness
        3.6.2 Analyzing the Writing Samples
        3.6.3 Statistical Treatment with SPSS
        3.6.4 Qualitative Analysis of the Data
    3.7 Chapter Summary
Chapter Four Results and Discussion
    4.1 Introduction
    4.2 Continuation Task Types and Lexical Richness
        4.2.1 Lexical Richness in Reading-to-write Continuation Task
        4.2.2 Lexical Richness in Keyword-cued Continuation Task
        4.2.3 Cross-type Comparison of Lexical Richness
    4.3 Proficiency Levels and Lexical Richness
        4.3.1 Lexical Richness of High-level Students
        4.3.2 Lexical Richness of Low-level Students
        4.3.3 Cross-level Comparison of Lexical Richness
    4.4 Task Types, Proficiency Levels and Lexical Richness
        4.4.1 Lexical Richness in High-level Reading-to-write Task Group
        4.4.2 Lexical Richness in High-level Keyword-cued Task Group
        4.4.3 Lexical Richness in Low-level Reading-to-write Task Group
        4.4.4 Lexical Richness in Low-level Keyword-cued Task Group
        4.4.5 Cross-Group Comparison of Lexical Richness
    4.5 General Discussion
        4.5.1 The Alignment Effect of the Reading-to-write Continuation Task
        4.5.2 The Facilitating Effect of English Proficiency
        4.5.3 More Positive Effects on Low-proficient Students
    4.6 Chapter Summary
Chapter Five Conclusion
    5.1 Summary of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Future Studies
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
學位論文評閱及答辯情況表



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