任务难度与任务条件对中国非专业英语学习者口语产出的影响

The Effects of Task Difficulty and Planning Condition on Chinese EFL Learners’ Oral Production

在Candlin(1987)和Skehan(1996)等学者对任务难度分析研究的基础上,借助Levelt(1989)的口头话语产出模式,首先对三种不同学习任务,即个人信息交换任务、故事叙述任务和决策型任务的难度进行等级划分,然后要求受试在两种任务条件下(即无构想条件和有构想条件)完成这三种任务,旨在考察不同的学习任务和任务条件对中国非英语专业大学生口语产出流利度、复杂度和准确度三方面的影响。研究结果发现,学习任务的认知负担越大,学习者的口语产出三方面的表现就越差,有构想条件的作用也就越明显,尤其是在流利度和句法复杂度上。

In the light of Candlin＇ s （ 1987 ） and Skehan＇ s （ 1996 ） analyses on task difficulty, along with Leveh＇ s speech processing model,this paper grades the task difficuhy of the three tasks of the personal information- exchange task, the narrative task and the decision -making task, and aims to study the effects of task difficulty and planning condition on Chinese EFL learners＇ oral production in terms of fluency, complexity and accuracy. Results show that the more the processing load of learning task is required, the worse the participants perform, and the more obvious the effects of planning condition are, especially in the aspects of fluency and syntactic complexity.