自從Robinson提出了認(rèn)知假設(shè),許多研究證實了任務(wù)復(fù)雜度在個人或兩個人任務(wù)中的影響。但是,這些研究大多側(cè)重口語任務(wù),而且很少研究探究任務(wù)復(fù)雜度在合作寫作中對互動和學(xué)習(xí)結(jié)果的影響。為了彌補前人研究的不足,本論文基于Robinson的認(rèn)知假設(shè)和合作學(xué)習(xí)的理論,研究任務(wù)復(fù)雜度和寫作方式對學(xué)習(xí)機會和語言產(chǎn)出的影響。具體有以下研究問題:(1)任務(wù)復(fù)雜度分別對個人寫作和兩人合作寫作任務(wù)中的學(xué)習(xí)機會和語言產(chǎn)出有什么影響?(2)在不同任務(wù)復(fù)雜度的條件下,二語學(xué)習(xí)者在個人寫作和兩人合作寫作中學(xué)習(xí)機會和語言產(chǎn)出的表現(xiàn)有什么影響?(3)任務(wù)復(fù)雜度和寫作方式對學(xué)習(xí)機會和語言產(chǎn)出有沒有交互影響?為了回答這三個研究問題,本研究采用兩個不同任務(wù)復(fù)雜度的敘述任務(wù),簡單任務(wù)是有故事結(jié)構(gòu)的任務(wù),而復(fù)雜任務(wù)沒有故事結(jié)構(gòu)。兩種寫作方式分別是個人寫作和兩人合作寫作。來自廣東外語外貿(mào)大學(xué)的51名中等水平的一年級英語專業(yè)學(xué)生參加了本實驗,其中,17名學(xué)生被隨機分到個人組,另外34名學(xué)生分至兩人組,共17對。個人組學(xué)習(xí)者獨自完成簡單任務(wù)和復(fù)雜任務(wù),在完成寫作任務(wù)的同時進行有聲思維。兩人合作組則是兩人合作共同完成簡單任務(wù)和復(fù)雜任務(wù)...

【文章頁數(shù)】：89 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Research orientation
    1.2 Rationale and significance of the present study
    1.3 Key research questions
    1.4 Organization of the remaining contents
CHAPTER TWO LITERATURE REVIEW
    2.1 Overview
    2.2 Task complexity
        2.2.1 The Triadic Componential Framework
        2.2.2 Task complexity and the Cognition Hypothesis
    2.3 Definition of task structure
    2.4 Peer collaboration and L2 learning
    2.5 Empirical studies on task complexity and interaction
    2.6 Empirical studies on task complexity manipulated along ± task structure
    2.7 Empirical studies on peer collaboration
    2.8 Comments on the previous studies
    2.9 Summary
CHAPTER THREE METHODOLOGY
    3.1 Overview
    3.2 Research questions revisited
    3.3 Operationalization of variables for investigation
    3.4 Participants
    3.5 Instruments
        3.5.1 Narrative task strips
        3.5.2 Questionnaire
    3.6 Procedure of data collection
    3.7 Data coding and analysis
        3.7.1 Data coding
        3.7.2 Data analysis
    3.8 Summary
CHAPTER FOUR RESULTS FOR RESEARCH QUESTIONS
    4.1 Overview
    4.2 Results for research question1:effects of task complexity on the learning opportunities and linguistic output
        4.2.1 Effects of task complexity on the learning opportunities
        4.2.2 Effects of task complexity on the linguistic output
    4.3 Results for research question2:effects of ways of writing on the learning opportunities and linguistic output
        4.3.1 Effects of ways of writing on the learning opportunities
        4.3.2 Effects of ways of writing on the linguistic output
    4.4 Results for research question3:interactional effects betweenthe effect of task complexity and the ways of writing
    4.5 Summary
CHAPTER FIVE DISCUSSION FOR THE RESULTS
    5.1 Overview
    5.2 Discussion for research question1:effects of task complexity
    5.3 Discussion for research question2:effects of ways of writing
    5.4 Discussion for research question3:interactional effects between the effects of task complexity and ways of writing
    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 of the present study and recommendations for future studies
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D
    Appendix E
    Appendix F
    Appendix G
    Appendix H



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