作為二語寫作教學與研究中的重要構念之一,句法復雜性與二語學習者的語言水平及寫作質(zhì)量之間的關系成為眾多二語寫作研究的重點。在當今英語教學環(huán)境下,隨著整體語言教學觀以及多模態(tài)交際情境的出現(xiàn),綜合性寫作任務已經(jīng)被越來越廣泛的應用于各種大型考試中。本文研究無材料寫作和讀寫結合寫作任務對不同水平英語學習者句法復雜性的影響。本研究探討三個研究問題:1)寫作任務類型對學生英語寫作句法復雜性的影響是怎樣的?2)學習者水平對英語寫作句法復雜性的影響是怎樣的?3)寫作任務類型與學習者水平對學生英語寫作句法復雜性的交互作用是怎樣的?本文的研究對象分別是203名非英語專業(yè)本科新生和260名非英語專業(yè)研究生。在本研究中,本科新生未通過大學英語四級,為低水平學習者;研究生通過大學英語六級,為高水平學習者。兩組研究對象分別各完成一次無材料寫作和讀寫結合寫作。作者運用二語句法復雜度分析器(L2SCA)對研究樣本的14項句法復雜度指標(MLC,MLS,MLT,C/T,CT/T,DC/C,DC/T,CP/C,CP/T,T/S,CN/C,CN/T,VP/T,C/S)進行測量分析。通過SPSS23.0對收集到的數(shù)據(jù)進行兩因素...

【文章頁數(shù)】：69 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Previous Research about English Writing Abroad and at Home
        2.1.1 Previous Empirical Research about Different Types of Writing Task
        2.1.2 The Literature Review of Reading-to-Write Task
    2.2 Previous Research of the Syntactic Complexity Abroad and at Home
        2.2.1 Previous Studies of Syntactic Complexity Abroad
        2.2.2 Previous Studies of Syntactic Complexity at Home
Chapter Three Theoretical Framework
    3.1 The Input Hypothesis and Output Hypothesis
    3.2 Skehan’s Cognitive Approach to Language Learning
    3.3 Information Processing Model
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Research Instruments
        4.3.1 The Jacob’s Composition Rating Scale
        4.3.2 The Second Language Syntactic Complexity Analyzer
        4.3.3 Writing Papers
    4.4 The Research Process
        4.4.1 Carrying Out the Present Study
        4.4.2 Scoring
    4.5 Data Collection
    4.6 Data Analysis
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 The Differences of Syntactic Complexity of English Writings under Two Types of Writing Tasks among Learners at different levels
        5.1.2 The Simple Effect Test of Two Types of Writing Tasks and the Learners’ English Proficiency on Syntactic Complexity
        5.1.3 Summary
    5.2 Discussion
        5.2.1 Syntactic Complexity of Learners’English Writing under Two Types of Writing Tasks
        5.2.2 Syntactic Complexity of English Writings between Learners at Different Levels
        5.2.3 Analysis of Simple Effect of Two Types of Writing Tasks and the Learners’ English Proficiency on Syntactic Complexity
Chapter Six Conclusion
    6.1 Research Findings
    6.2 Implications for College English Writing Teaching
    6.3 Limitations of Current Study
Acknowledgements
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Academic Achievements



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