句法復(fù)雜度,指語法單位的變化和復(fù)雜程度(Ortega 2003),是衡量英語學習者寫作發(fā)展和寫作能力的一項重要指標。自從20世紀70年代以來,二語句法復(fù)雜度的研究主要聚焦在學習者句法復(fù)雜度發(fā)展模式上。近年來,國內(nèi)的句法復(fù)雜度研究也越來越多,但同國外研究相比,國內(nèi)研究缺少多維度大樣本的句法復(fù)雜度量化研究。同時,國內(nèi)很少以英語本族語學習者為基準來研究中國英語專業(yè)學生的句法復(fù)雜度發(fā)展情況。本研究基于180篇某大學英語專業(yè)學生的限時議論文,大一,大二,大三學生各60篇,以及40篇選自于《浪漫英語本族學習者語料》(LOCNESS)中的美國大學生的限時議論文,采用10個句法復(fù)雜度測量指標進行了研究,這10個指標包含單位長度,并列結(jié)構(gòu)使用量,從句使用量以及短語復(fù)雜程度四個維度。本研究旨在探討中國英語專業(yè)一至三年級學生英語寫作中的句法復(fù)雜度發(fā)展模式,句法復(fù)雜度與寫作質(zhì)量之間的相關(guān)性,以及與英語本族語學習者相比,作為高水平學習者的英語專業(yè)大三學生的句法復(fù)雜度能力。研究結(jié)果發(fā)現(xiàn):第一,一至三年級的英語專業(yè)大學生在6個句法復(fù)雜度指標上具有顯著性差異,包括句子長度,T單位長度,每個子句中的并列短語數(shù)量,每個T...

【文章頁數(shù)】：90 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Organization of the Study
Chapter Two Literature Review
    2.1 Syntactic Complexity in L2 Development
        2.1.1 Definitions of Syntactic Complexity
        2.1.2 Developmental Patterns of Syntactic Complexity
    2.2 Syntactic Complexity Measures in L2 Writing
        2.2.1 Length of Production Unit
        2.2.2 Amount of Subordination and Coordination
        2.2.3 Particular Structures
    2.3 Syntactic Complexity Measures Adopted in the Study
        2.3.1 Syntactic Complexity Measures
        2.3.2 Definitions of Relevant Production Units and Structures
    2.4 Related Studies at Home and Abroad
        2.4.1 Studies of Syntactic Complexity Abroad
        2.4.2 Studies of Syntactic Complexity at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Data Source
    3.4 Data Collection
    3.5 Statistical Analysis Procedures
Chapter Four Results and Discussion
    4.1 Results of Syntactic Complexity Changes
        4.1.1 Length of Production Unit
        4.1.2 Amount of Subordination
        4.1.3 Amount of Coordination
        4.1.4 Degree of Phrasal Sophistication
    4.2 Results of Correlation between Syntactic Complexity and Writing Quality
        4.2.1 Length of Production Unit and Writing Quality
        4.2.2 Amount of Subordination and Writing Quality
        4.2.3 Amount of Coordination and Writing Quality
        4.2.4 Degree of Phrasal Sophistication and Writing Quality
    4.3 Results of Comparison of Syntactic Complexity between Chinese English Majors and Native English University Students
        4.3.1 Length of Production Unit
        4.3.2 Amount of Subordination
        4.3.3 Amount of Coordination
        4.3.4 Degree of Phrasal Sophistication
    4.4 Discussion
        4.4.1 Developmental Patterns of Syntactic Complexity
        4.4.2 Relationship between Syntactic Complexity and Writing Quality
        4.4.3 Comparison of Syntactic Complexity between Chinese English Majors and Native English University Students
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations and Suggestions for Further Study
Bibliography
Appendixes
    Appendix A Writing Task Prompts
    Appendix B Grading Standards of TEM-4 Writing
    Appendix C The Statistical Results of Inter-rater Correlation
Acknowledgements
附件



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