本研究基于權(quán)衡假說和認(rèn)知假說,使用定量和定性方法,對(duì)東北某大學(xué)119位大二學(xué)生的議論文、記敘文和描寫文進(jìn)行了研究,探索三種文體作文中的語言復(fù)雜性和語言準(zhǔn)確性之間的關(guān)系。本研究使用相關(guān)分析和逐步回歸分析分別對(duì)三種文體的語言復(fù)雜性和語言準(zhǔn)確性之間的關(guān)系進(jìn)行了考察。使用單因素方差分析,探究了文體因素對(duì)語言復(fù)雜性和語言準(zhǔn)確性關(guān)系的影響。研究發(fā)現(xiàn):(1)議論文中語言復(fù)雜性和語言準(zhǔn)確性之間呈顯著負(fù)相關(guān),二者之間相互競(jìng)爭(zhēng)。(2)記敘文中語言復(fù)雜性和語言準(zhǔn)確性之間呈顯著負(fù)相關(guān),存在競(jìng)爭(zhēng)關(guān)系。(3)描寫文中語言復(fù)雜性和語言準(zhǔn)確性之間相互競(jìng)爭(zhēng),呈顯著負(fù)相關(guān)。(4)從總體上看,議論文的句法結(jié)構(gòu)最復(fù)雜,但其語言準(zhǔn)確性最低;記敘文的詞匯種類最多,但其語言準(zhǔn)確性較低;描寫文的語言錯(cuò)誤最少,但其語言復(fù)雜性整體最低;同一文體的語言復(fù)雜性在一定程度上可以預(yù)測(cè)相同文體的語言準(zhǔn)確性。在理論上,本研究為競(jìng)爭(zhēng)假說提供了實(shí)證支持,拓寬了相關(guān)研究視野,豐富了二語寫作研究的多樣性。在教學(xué)上,本研究結(jié)果可以幫助教師及時(shí)調(diào)整教學(xué)策略,提高學(xué)生語言產(chǎn)出的質(zhì)量。此外,教師根據(jù)學(xué)生不同文體語言的特點(diǎn),為學(xué)生提供支架,幫助其掌握跨文體寫作的技能... 

【文章來源】：大連海事大學(xué)遼寧省 211工程院校

【文章頁數(shù)】：81 頁

【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 Research purpose and significance
    1.3 Layout of the thesis
Chapter Two Literature Review
    2.1 The Trade-off Hypothesis
        2.1.1 Introduction to the Trade-off Hypothesis
        2.1.2 Empirical studies relevant to the Trade-off Hypothesis
    2.2 The Cognition Hypothesis
        2.2.1 Introduction to the Cognition Hypothesis
        2.2.2 Empirical studies based on the Cognition Hypothesis
    2.3 Genre
        2.3.1 Definitions of genre
        2.3.2 Classifications of genres
        2.3.3 Previous research on L2 writing across genres
    2.4 Linguistic dimensions of language performance
        2.4.1 Definitions and measures of the linguistic complexity and accuracy
        2.4.2 Previous empirical studies on linguistic dimensions
Chapter Three Methodology
    3.1 Research questions
    3.2 Instruments
        3.2.1Data analyzing software
        3.2.2 Measures of linguistic complexity and accuracy
    3.3 Data collection procedures
Chapter 4 Results and Discussion
    4.1 Relationship between linguistic complexity and accuracy in the argumentative essays204.1.1 Relationship between syntactic complexity and accuracy in the argumentativeessays
        4.1.1 Relationship between syntactic complexity and accuracy in the argumentativeessays
        4.1.2 Relationship between lexical complexity and accuracy in the argumentative essays
        4.1.3 Regression analysis of linguistic complexity and accuracy in the argumentativessays
        4.1.4 Discussion
    4.2 Relationship between linguistic complexity and accuracy in the narrative essays
        4.2.1 Relationship between syntactic complexity and accuracy in the narrative essays
        4.2.2 Relationship between lexical complexity and accuracy in the narrative essays
        4.2.3 Regression analysis of linguistic complexity and accuracy in the narrative essays
        4.2.4 Discussion
    4.3 Relationship between linguistic complexity and accuracy in the descriptive essays
        4.3.1 Relationship between syntactic complexity and accuracy in the descriptive essays
        4.3.2 Relationship between lexical complexity and accuracy in the descriptive essays
        4.3.3 Regression analysis of linguistic complexity and accuracy in the descriptive essays
        4.3.4 Discussion
    4.4 Effect of genres on language performance in terms of linguistic complexity andaccuracy
    4.5 Summary
Chapter 5 Conclusion
    5.1 Major findings
    5.2 Implications of the current study
    5.3 Limitations and suggestions
References
Appendix
Acknowledgements
Resume


【參考文獻(xiàn)】：
期刊論文
[1]任務(wù)前與任務(wù)中時(shí)間條件對(duì)基于視頻的二語寫作績效的影響[J]. 李玖,王建華.  外語與外語教學(xué). 2019(01)
[2]認(rèn)知要求對(duì)學(xué)習(xí)者口語產(chǎn)出質(zhì)量與注意分配的影響[J]. 徐錦芬,陳聰.  外語與外語教學(xué). 2018(06)
[3]任務(wù)重復(fù)對(duì)學(xué)術(shù)英語寫作的影響:以動(dòng)態(tài)系統(tǒng)理論為視角[J]. 雷鵬飛,徐錦芬.  外語界. 2018(05)
[4]高水平學(xué)習(xí)者語言復(fù)雜度的多維發(fā)展研究[J]. 鄭詠滟.  外語教學(xué)與研究. 2018(02)
[5]書面糾正性反饋?zhàn)饔孟碌挠⒄Z寫作復(fù)雜度發(fā)展研究[J]. 吳雪峰.  外語研究. 2017(06)
[6]任務(wù)復(fù)雜度對(duì)二語寫作效應(yīng)的Meta分析——基于RevMan的報(bào)告[J]. 李玖,王建華.  外語界. 2017(05)
[7]合作產(chǎn)出對(duì)英語學(xué)習(xí)者書面語準(zhǔn)確性發(fā)展的影響研究[J]. 桑紫林.  外語與外語教學(xué). 2017(04)
[8]基于復(fù)雜理論的英語學(xué)習(xí)者口語復(fù)雜度、準(zhǔn)確度、流利度發(fā)展研究[J]. 李茶,隋銘才.  外語教學(xué)與研究. 2017(03)
[9]任務(wù)類型對(duì)漢語二語口語產(chǎn)出中詞匯復(fù)雜度的影響[J]. 劉瑜.  世界漢語教學(xué). 2017(02)
[10]學(xué)習(xí)者句法與詞匯復(fù)雜性發(fā)展的動(dòng)態(tài)系統(tǒng)研究[J]. 鄭詠滟,馮予力.  現(xiàn)代外語. 2017(01)



本文編號(hào)：2896375