在任務(wù)型教學(xué)領(lǐng)域,任務(wù)復(fù)雜度對(duì)二語寫作語言表現(xiàn)影響的相關(guān)研究越來越多。這些研究從不同維度操縱任務(wù)復(fù)雜度,采用了多種不同類型的寫作任務(wù),然而,迄今為止幾乎沒有研究涉及讀后續(xù)寫任務(wù)。另外,在讀后續(xù)寫研究領(lǐng)域,雖有大量的研究從不同方面探索了影響協(xié)同效應(yīng)大小的因素,但鮮有研究者將任務(wù)復(fù)雜度這個(gè)因素考慮進(jìn)來。為填補(bǔ)這些空缺,本研究依托Robinson的認(rèn)知假說和三位一體框架,將任務(wù)復(fù)雜度和讀后續(xù)寫任務(wù)結(jié)合,旨在考察任務(wù)復(fù)雜度對(duì)讀后續(xù)寫任務(wù)中的語言表現(xiàn)和協(xié)同效應(yīng)的影響。具體回答以下幾個(gè)問題:（1）任務(wù)復(fù)雜度對(duì)讀后續(xù)寫任務(wù)中語言產(chǎn)出的復(fù)雜度,準(zhǔn)確度,流利度有什么影響?（2）任務(wù)復(fù)雜度對(duì)讀后續(xù)寫任務(wù)中的協(xié)同有什么影響?（3）不同認(rèn)知復(fù)雜度的讀后續(xù)寫任務(wù)中協(xié)同與二語表現(xiàn)的復(fù)雜度,準(zhǔn)確度,流利度有什么關(guān)系?為回答以上問題,本研究采用了單因素組間設(shè)計(jì),通過【+/-內(nèi)容支持】變量控制讀后續(xù)寫任務(wù)的復(fù)雜度。簡(jiǎn)單任務(wù)是在續(xù)寫的過程中提供20張含有故事后續(xù)情節(jié)的圖片,復(fù)雜任務(wù)則是在續(xù)寫的過程中不提供任何內(nèi)容方面的提示。共有64位來自湖北某高校英語專業(yè)大二的中等水平的學(xué)生參加了本實(shí)驗(yàn),最終收到了54份有效數(shù)據(jù)。通過S... 

【文章來源】：廣東外語外貿(mào)大學(xué)廣東省

【文章頁數(shù)】：99 頁

【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 Orientation
    1.2 Rational and Significance of the Present Study
    1.3 Key Research Questions
    1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Task complexity
        2.2.1 Definition of task and task complexity
        2.2.2 Triadic Componential Framework
        2.2.3 Cognition Hypothesis
    2.3 Empirical studies on effects of task complexity on L2 writing
        2.3.1 Empirical studies on different types of tasks
        2.3.2 Empirical studies on task complexity with+/-content support
    2.4 The reading-writing continuation task
        2.4.1 Definition and design
        2.4.2 Alignment in the reading-writing continuation task
    2.5 Empirical studies on factors influencing alignment in the reading-writing continuation task
    2.6 Comment on the previous studies
    2.7 Summary
CHAPTER THREE METHODOLOGY
    3.1 Overview
    3.2 Research questions revisited
    3.3 Variables and manipulation
    3.4 Participants
    3.5 Instruments
        3.5.1 The reading-writing continuation task
        3.5.2 The questionnaire
    3.6 The Pilot study
    3.7 Data collection
    3.8 Data coding and analysis
        3.8.1 Data coding
        3.8.3 Data analysis
    3.9 Summary
CHAPTER FOUR RESULTS FOR RESEARCH QUESTIONS
    4.1 Overview
    4.2 Results for research question1:effects of task complexity on learners’linguistic performance
    4.3 Results for research question2:effects of task complexity on alignment
        4.3.1 Linguistic alignment at the lexical level
        4.3.2 Linguistic alignment at the phrasal and clausal level
    4.4 Results for research question3:correlations between linguistic performance and alignment
    4.5 Summary
CHAPTER FIVE DISCUSSION
    5.1 Overview
    5.2 Discussion for research question 1
    5.3 Discussion for research question 2
    5.4 Discussion for research question 3
    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 and recommendations for future research
    6.5 Summary
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D
    Appendix E
    Appendix F
    Appendix G


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