【摘要】：本歷時研究從動態(tài)系統(tǒng)理論的角度出發(fā),對定量數(shù)據(jù)和定性數(shù)據(jù)進行了詳細的分析,考察了以下兩個主要方面:第一,六位多語學(xué)習(xí)者二語和三語寫作(以復(fù)雜性、準確性、流利性為出發(fā)點)的動態(tài)復(fù)雜發(fā)展?fàn)顩r;第二,動機和學(xué)習(xí)策略這兩個個體差異因素的動態(tài)變化以及兩者之間的交互作用。同時,本研究還從定性的角度探索了動機與學(xué)習(xí)策略的變化以及該變化對多語學(xué)習(xí)者二語和三語寫作的影響。定量分析結(jié)果表明,從復(fù)雜性、準確性、流利性三方面出發(fā),所有多語學(xué)習(xí)者個體在二語和三語寫作上表現(xiàn)出完全不同的發(fā)展模式,且個體之間顯示出明顯差異。在組內(nèi)整體層面上來看,寫作的不同方面以不同速度發(fā)展。除個別例外,整體來說三語寫作發(fā)展速度高于二語寫作。此外,二語寫作和三語寫作不僅以不同模式發(fā)展,而且兩者之間的關(guān)系也隨時間遷移而時刻發(fā)生變化。同時,復(fù)雜性、準確性、流利性這三者,兩兩之間也存在著不同的關(guān)系。另外,大部分多語學(xué)習(xí)者的二語動機和三語動機都在一定程度上相關(guān),且其二語學(xué)習(xí)策略和三語學(xué)習(xí)策略顯著相關(guān)。相比于學(xué)習(xí)動機,多語學(xué)習(xí)者的學(xué)習(xí)策略表現(xiàn)出更為顯著的變化,且這些變化對二語寫作和三語寫作都產(chǎn)生了實質(zhì)性的影響。本研究主要得出一下三個主要啟示:第一,多語學(xué)習(xí)者的寫作水平呈動態(tài)復(fù)雜的方式發(fā)展,從動態(tài)的角度去探索每個個體的寫作發(fā)展能在一定程度上更為詳細得了解多語學(xué)習(xí)者的寫作水平如何以及為什么發(fā)展。第二,語言本身是一個復(fù)雜的系統(tǒng),語言學(xué)習(xí)更是一個復(fù)雜且動態(tài)的過程,由此可見,同時學(xué)習(xí)兩門外語是更為復(fù)雜的過程,在此情況下,用整體觀同時考察兩個進程能宏觀把握多語學(xué)習(xí)者的發(fā)展情況。最后,個體差異因素在多語學(xué)習(xí)中發(fā)揮著十分重要的作用,因此,在探索學(xué)習(xí)者個體如何以及為何以完全不同軌跡發(fā)展時,考察個體差異因素至關(guān)重要。
[Abstract]:From the perspective of dynamic system theory, this diachronic study makes a detailed analysis of quantitative and qualitative data, and examines the following two main aspects: first, six multilingual learners write in second and third languages (with complexity, accuracy and accuracy). Second, the dynamic changes of motivation and learning strategies as well as the interaction between them. At the same time, the study also explores the changes in motivation and learning strategies from a qualitative perspective and the effects of these changes on multilingual second and third language writing. The results of quantitative analysis show that, from the aspects of complexity, accuracy and fluency, all multilingual learners exhibit completely different development patterns in second and third language writing, and there are obvious differences among individuals. At the overall level, different aspects of writing develop at different speeds. Apart from a few exceptions, trilingual writing develops faster than second language writing on the whole. In addition, L2 writing and trilingual writing not only develop in different modes, but also the relationship between them changes with time. At the same time, complexity, accuracy and fluency also have different relationships. In addition, the second and third language motivations of most multilingual learners are related to some extent, and the second language learning strategies are significantly related to the third language learning strategies. Compared with learning motivation, multilingual learners' learning strategies show more significant changes, and these changes have a substantial impact on both second and third language writing. The main findings of this study are as follows: first, the writing level of multilingual learners develops in a dynamic and complex way. To a certain extent, exploring the writing development of each individual from a dynamic perspective can provide a more detailed understanding of how and why multilingual learners develop their writing skills. Second, language itself is a complex system, and language learning is a complex and dynamic process. It can be seen that learning two foreign languages at the same time is a more complex process. In this case, The two processes can grasp the development of multilingual learners from a holistic perspective. Finally, individual differences play an important role in multilingual learning. Therefore, it is very important to examine individual differences in exploring how and why learners develop in completely different trajectories.
【學(xué)位授予單位】：太原理工大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H05

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