【摘要】：寫作水平是考核外語學習者語言能力的重要指標。寫作語言的復雜性、準確性和流利性是衡量學習者語言發(fā)展水平的標準。本研究聚焦于書面語的產(chǎn)出的復雜性。語言復雜性往往從句法和詞匯方面來進行考察。近年來,寫作復雜性的研究逐漸增多。一些研究采用縱向跟蹤法探討了學習者在不同的語言發(fā)展階段的寫作特征或不同水平的寫作特征。有些研究者采用橫斷方法考察不同水平學習者的群體的寫作特征。本研究從句法和詞匯方面來進行橫向地考察英語專業(yè)學生書面語的的產(chǎn)出復雜性。本研究基于動態(tài)系統(tǒng)理論,以說明文為體裁調(diào)查分析了英語專業(yè)三個年級的作文中的句法復雜性和詞匯復雜性。主要探討了以下幾個問題:(1)英語專業(yè)1-3年級學生書面語在句法復雜性方面呈現(xiàn)什么樣的特征?(2)英語專業(yè)1-3年級的學生書面語在詞匯復雜性方面呈現(xiàn)什么樣的特征?(3)學習者的語言復雜性寫作成績有什么關(guān)系?本文收集了江西師某大學英語專業(yè)一、二、三年級每班30篇作文,共90篇作文�？疾炝司浞◤碗s性的四個指標:子句長度(W/C)、復雜名詞性結(jié)構(gòu)(CN/C)、T單位復雜比率(C/T)、和從屬子句比例(DC/C);詞匯復雜度指標:詞匯多樣性(詞類與二倍單詞量的平方根之比)和詞頻概貌(LEP)。本研究的發(fā)現(xiàn)主要有以下3個方面:(1)從一年級到三年級,學生寫作中的句法復雜性呈現(xiàn)增長的趨勢。但是子句密度的兩個指標(C/T,DC/C)在二年級階段發(fā)展相對緩慢。(2)詞匯進步不大,特別是詞頻概貌的發(fā)展呈現(xiàn)非線性的趨勢。這表明學生在寫作的過程中多依賴高頻詞匯。(3)句法復雜性與作文成績呈顯著正相關(guān):詞匯多樣性與寫作成績也呈正相關(guān),但詞頻概貌與寫作質(zhì)量之間沒有相關(guān)性。本調(diào)查的結(jié)果及發(fā)現(xiàn)對英語寫作教學有如下教學啟示:(1)大學英語寫作教師可以利用學生句法復雜性的發(fā)展特點,有針對性對不同年級采用不同的教學方法。(2)教師和學生都要意識到語言復雜性的重要性。在重視準確性、流利性的同時,復雜性也不可忽視。(3)英語專業(yè)學生過多地使用高頻詞的現(xiàn)狀需要改變。老師可以嘗試多種教學方法,如鼓勵學生在寫作上多加注意詞匯的變化、或在課堂上例文分析含有高級詞匯的文本的范文,或是通過閱讀附帶地習得高級詞匯以擴大學生的產(chǎn)出性詞匯的儲備和詞匯的選擇范圍,逐漸降低對常用詞的過度依賴。
[Abstract]:Writing level is an important index to assess the language ability of foreign language learners. The complexity, accuracy and fluency of writing language are the criteria to measure learners' language development level. This study focuses on the complexity of the output of written language. Language complexity is often investigated from syntactic and lexical aspects. In recent years, the study of writing complexity has gradually increased. Some studies use longitudinal tracking method to explore learners' writing characteristics at different stages of language development or at different levels of writing. Some researchers use crosscutting method to investigate the writing characteristics of different levels of learners. This study examines the output complexity of written language of English majors horizontally from syntactic and lexical aspects. Based on the dynamic system theory, this study investigates and analyzes the syntactic complexity and lexical complexity in the compositions of the three grades of English majors with illustrative text as the genre. This paper mainly discusses the following problems: (1) what are the characteristics of written language in syntactic complexity of students majoring in English major 1 / 3? (2) the lexical complexity of written language of students majoring in English major 1 / 3. What are the characteristics of language complexity writing? (3) what is the relationship between learners' writing scores of language complexity? This paper collects 30 essays of Grade 1, Grade 2 and Grade 3 of English majors in Jiangxi Province, with a total of 90 essays. Four indexes of syntactic complexity are investigated: clause length (W 鈮，

本文編號：2478272