本文選題：策略準備 + 流利度　； 參考：《江西師范大學》2017年碩士論文

【摘要】：隨著任務型教學法的廣泛應用,二語教學中的任務因素日益受到研究者的關注。Skehan(1998)認為,任務的實施過程對學習者產出質量具有至關重要的作用,因此設計有效的任務前準備活動非常有必要�！坝媱�/準備”在任務前階段扮演著非常重要的角色,特別是在完成那些高認知需要的任務前階段。目前,大多數研究都集中于計劃對口語任務的影響,對寫作的影響研究相對較少,且研究結果不一。此外,以往研究很少對比不同的任務前準備活動對寫作的影響差異。本研究旨在探討任務前的策略準備對中國英語學習者議論文寫作的影響。具體來說就是不同的策略準備內容(詞匯準備,構思及結構組織)對寫作的各個方面的影響差異。本研究以Kellogg的寫作模型以及Skehan的注意力資源有限為理論,以江西某高校64名非英語專業(yè)大一學生為被試。受試被隨機分為四個組,包括一個控制組和三個實驗組。在實驗過程中,控制組的學生被要求立即開始寫作,而三個實驗組的學生在開始寫作前按要求完成不同的寫前準備任務(詞匯匹配,想法羅列及列提綱)。最后研究者根據所選測量指標對實驗收集的所有作文進行計算和分析,并計算出其流利度、準確度、復雜度及總體分數。之后,實驗所得數據通過SPSS 17.0進行分析統計。研究結果表明,寫前準備對大學生議論文寫作的積極影響受制于不同的準備活動。結構組織組和構思組在作文總體水平及流利度(length of text)方面都明顯高于控制組。三個實驗組的準確度都明顯高于無準備的控制組。然而,實驗組和控制組在句法復雜度指標上無明顯差異,但詞匯準備組和構思組的詞匯復雜度顯著高于無準備組。另外,三個實驗組對比結果顯示,構思組和結構組織組在流利度、準確度及總體水平方面無明顯差異,均明顯高于詞匯準備組,而詞匯準備組和構思組的詞匯復雜度都明顯高于結構組織組。本研究的結果發(fā)現,構思是提高寫作最有效的準備活動�；谝陨涎芯拷Y果,本研究對二語寫作教學具有一定的啟示意義。首先,在寫作教學中,教師可以在任務前給予準備時間,指導學生如何合理安排寫作時間,以此來降低任務施予學生的認知壓力,從而提高學生英語寫作能力。其次,教師在寫作課堂上可以設計各種準備活動,訓練學生在寫作中能根據不同的寫作要求來選擇適合的準備策略。此外,本研究還對二語寫作的任務型教學法帶來啟示。為了使任務型教學法更有效地提高學生二語寫作水平,教師應該充分考慮如何安排所選取任務的順序,以及如何合理地實施任務。
[Abstract]:With the extensive application of task-based approach, the task factor in L2 teaching has attracted more and more attention from researchers. Skehaner 1998) believes that task implementation plays an important role in the quality of learners' output. Therefore, it is necessary to design effective pre-mission preparation activities. "Planning / preparation" plays a very important role in the pre-task phase, especially in the pre-task phase of completing those high cognitive needs. At present, most of the studies focus on the effects of planning on oral tasks, and the impact on writing is relatively small, and the results are different. In addition, previous studies have rarely compared the effects of different pre-task preparation activities on writing. The purpose of this study is to explore the effect of pre-task strategy preparation on argumentative writing of Chinese EFL learners. Specifically, the different content of strategy preparation (vocabulary preparation, conception and structure organization) has different effects on all aspects of writing. Based on Kellogg's writing model and Skehan's limited attention resources, 64 non-English major freshmen in a Jiangxi university were selected as subjects. The subjects were randomly divided into four groups, including a control group and three experimental groups. In the course of the experiment, the students in the control group were asked to start writing immediately, while the students in the three experimental groups were asked to complete different tasks (vocabulary matching, idea listing, and outline) before they started writing. Finally, the researchers calculated and analyzed all the compositions collected according to the selected measurement index, and calculated their fluency, accuracy, complexity and total score. After that, the experimental data were analyzed by SPSS 17.0. The results show that the positive effects of pre-writing preparation on argumentative writing of college students are restricted by different preparation activities. The structural organization group and the conception group were significantly higher in composition overall level and fluency than those in the control group. The accuracy of the three experimental groups was significantly higher than that of the unprepared control group. However, there was no significant difference in syntactic complexity between the experimental group and the control group, but the lexical complexity of the lexical preparation group and the conception group was significantly higher than that of the unprepared group. In addition, there were no significant differences in fluency, accuracy and overall level between the conceptual group and the structural organization group, which were significantly higher than those in the lexical preparation group. The lexical complexity of the lexical preparation group and the conceptual group were significantly higher than that of the structural organization group. The results of this study show that conception is the most effective preparation for writing. Based on the above findings, this study has some implications for the teaching of second language writing. First of all, in writing teaching, teachers can give preparation time before the task and guide students how to arrange the writing time reasonably, so as to reduce the cognitive pressure imposed by the task and improve the students' English writing ability. Secondly, teachers can design various preparation activities in writing class, and train students to choose suitable preparation strategies according to different writing requirements. In addition, the present study has implications for the task-based approach to second language writing. In order to improve the students' writing ability more effectively, teachers should consider how to arrange the selected tasks and how to carry out the tasks reasonably.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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