【摘要】：二語(yǔ)寫(xiě)作研究中,衡量寫(xiě)作能力發(fā)展的主要標(biāo)準(zhǔn)是準(zhǔn)確性、流暢性和復(fù)雜性。然而,復(fù)雜性的研究長(zhǎng)期以來(lái)一直被國(guó)內(nèi)研究者忽視,因?yàn)樗x了我國(guó)主導(dǎo)性的以書(shū)面產(chǎn)出流利性及準(zhǔn)確性為中心的寫(xiě)作測(cè)試評(píng)價(jià)體系。近幾十年來(lái),國(guó)內(nèi)研究人員逐漸開(kāi)始關(guān)注復(fù)雜性研究的理論和教學(xué)意義并就此開(kāi)展多維度的探索性研究。然而,關(guān)于體裁和時(shí)間條件對(duì)英語(yǔ)學(xué)習(xí)者的書(shū)面句法復(fù)雜性影響的相關(guān)實(shí)證研究,特別是在國(guó)內(nèi)語(yǔ)境中,是比較罕見(jiàn)的。本研究旨在探討體裁和時(shí)間條件是否對(duì)英語(yǔ)專業(yè)本科生英語(yǔ)句法復(fù)雜度產(chǎn)生影響,以及這兩個(gè)因素是否存在對(duì)英語(yǔ)句法復(fù)雜度的相互影響。被試是江西省一所大學(xué)的某個(gè)自然班的30名英語(yǔ)專業(yè)大二學(xué)生。所有受試者需要在一個(gè)學(xué)期內(nèi)每月撰寫(xiě)一篇文章,即每個(gè)受試者總共寫(xiě)了4篇文章,研究總共收集了120份作文。研究者布置了這4種類型的文章的寫(xiě)作主題,類型和寫(xiě)作時(shí)間條件。寫(xiě)作體裁是議論文或敘述文,同時(shí)寫(xiě)作時(shí)間條件安排是在限時(shí)寫(xiě)作和非限時(shí)寫(xiě)作之間。寫(xiě)作數(shù)據(jù)收集完成后,研究者使用4個(gè)指標(biāo)來(lái)計(jì)算書(shū)面句法復(fù)雜性:T單位長(zhǎng)度(W/T),子句長(zhǎng)度(W/C),T單位復(fù)雜性比率(C/T)和從屬子句比率(DC/C)。最后,通過(guò)SPSS 19.0分析定量結(jié)果。本研究得出三個(gè)主要發(fā)現(xiàn):第一,關(guān)于體裁對(duì)英語(yǔ)專業(yè)本科生的句法復(fù)雜性的影響,議論文體裁比記敘文體裁更能促進(jìn)書(shū)面句法復(fù)雜度。然而,兩種體裁的差異僅在單位長(zhǎng)度指標(biāo)(W/TW/C)方面達(dá)到顯著水平,而不是另外兩種密度指標(biāo)(C/TDC/C)。換言之,議論文在促進(jìn)英語(yǔ)寫(xiě)作者句法復(fù)雜度方面的優(yōu)越性在密度指標(biāo)中不會(huì)延續(xù)。第二,關(guān)于時(shí)間條件對(duì)英語(yǔ)專業(yè)本科生的句法復(fù)雜性的影響,研究者發(fā)現(xiàn),在非限時(shí)寫(xiě)作條件下,除記敘文的W/C指標(biāo)在非限時(shí)寫(xiě)作條件下更低外,所有受試者產(chǎn)出的書(shū)面句法復(fù)雜度均高于限時(shí)寫(xiě)作條件下的書(shū)面句法復(fù)雜度。此外,僅有非限時(shí)寫(xiě)作條件下的議論文呈現(xiàn)出比限時(shí)議論文顯著更高的長(zhǎng)度指標(biāo)(W/TW/C)�？梢缘贸鼋Y(jié)論,時(shí)間條件對(duì)書(shū)面句法復(fù)雜性的影響不像體裁因素那么突出。第三,研究發(fā)現(xiàn),體裁因素和時(shí)間條件因素,在寫(xiě)作單位長(zhǎng)度指標(biāo)(W/TW/C)而非密度指標(biāo)(C/TDC/C)方面,存在顯著的相互作用效應(yīng)。這些統(tǒng)計(jì)結(jié)果證實(shí)和解釋了體裁因素、時(shí)間條件因素和書(shū)面句法復(fù)雜性之間的復(fù)雜交互關(guān)系。上述研究結(jié)果可以給教學(xué)帶來(lái)如下教學(xué)啟示:首先,寫(xiě)作教學(xué)的教師應(yīng)該通過(guò)布置不同的寫(xiě)作實(shí)踐來(lái)靈活調(diào)整課程安排,以適應(yīng)學(xué)生當(dāng)前的寫(xiě)作興趣和水平,例如各種體裁以及不同寫(xiě)作條件下的寫(xiě)作任務(wù)。其次,寫(xiě)作教學(xué)還應(yīng)該規(guī)避對(duì)一些規(guī)范寫(xiě)作模式的過(guò)分強(qiáng)調(diào),鼓勵(lì)學(xué)生自由寫(xiě)作。最后,寫(xiě)作教學(xué)應(yīng)鼓勵(lì)學(xué)生在日常寫(xiě)作實(shí)踐中使用更復(fù)雜和多樣化的句法結(jié)構(gòu)。
[Abstract]:In the study of second language writing, the main criteria for the development of writing competence are accuracy, fluency and complexity. However, the study of complexity has long been neglected by domestic researchers because it deviates from the dominant writing test evaluation system which focuses on fluency and accuracy of written output. In recent decades, domestic researchers began to pay close attention to the theoretical and teaching significance of complexity research and carried out multi-dimensional exploratory research. However, empirical studies on the effects of genre and time conditions on the writing syntactic complexity of EFL learners, especially in domestic contexts, are rare. The purpose of this study is to explore whether genre and time conditions have an impact on the syntactic complexity of English majors and whether these two factors have a mutual influence on the syntactic complexity of English majors. The subjects were 30 sophomores majoring in English in a natural class at a university in Jiangxi Province. All subjects were required to write one article a month for a semester, that is, each subject wrote a total of 4 articles, and the study collected a total of 120 compositions. The researchers assigned the writing themes, types and writing time conditions of the four types of articles. Writing genre is argumentative or narrative, while writing time is arranged between time limited writing and non-time limited writing. After the writing data was collected, the authors used four indexes to calculate the syntactic complexity of writing: t unit length (W / T), clause length (W / C), T unit complexity ratio) (C / T) and subordinate clause ratio (DC/C). Finally, the quantitative results were analyzed by SPSS 19.0. There are three main findings: first, on the influence of genre on syntactic complexity of English majors, argumentative genre can promote the complexity of written syntax more than narrative genre. However, the difference between the two genres is only significant in terms of unit length index (W/TW/C), not the other two density indicators (C/TDC/C). In other words, the superiority of argumentation in promoting the syntactic complexity of English writers does not extend in the density index. Secondly, on the influence of time condition on syntactic complexity of English majors, the researchers found that the W / C index of narrative writing was lower than that of non-time-limited writing. The writing syntax complexity of all subjects was higher than that of limited time writing. In addition, the argumentative papers under the condition of non-time-limited writing have a significantly higher length index (W/TW/C) than that of time-limited argumentative papers. It can be concluded that the influence of time condition on the complexity of written syntax is not as prominent as genre factor. Thirdly, it is found that genre factor and time condition factor have significant interaction effect in writing unit length index (W/TW/C) rather than density index (C/TDC/C). These statistical results confirm and explain the complex interaction among genre factors, temporal conditions and the complexity of written syntax. The above research results can bring the following enlightenment to the teaching: first, the teachers of writing teaching should adjust the curriculum flexibly by arranging different writing practices to adapt to the students' current writing interest and level. For example, various genres and writing tasks under different writing conditions. Secondly, writing teaching should avoid the excessive emphasis on some standardized writing modes and encourage students to write freely. Finally, writing teaching should encourage students to use more complex and diversified syntactic structures in their daily writing practice.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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