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关于任务复杂性的书面输出研究综述 被引量：2

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摘要 自从20世纪80年代,任务复杂性的研究已经在西方开始,以Robinson＆Skehan,Foster为代表人物,但他们的研究都是口语输出研究,从准确性,复杂性和流利性三方面进行判定。直到近几年关于书面输出的研究才兴起,但是在国内基于任务复杂性的研究很少,只有何莲珍和王敏在口语方面的探索,尤其书面输出研究更少。本文旨在从Robinson＆skehan理论模型出发描述不同任务类型对书面输出的影响来丰富国内关于任务复杂性的观点。
作者 李秋雨
机构地区 太原理工大学
出处 《中国科教创新导刊》 2013年第8期52-52,54,共2页 CHINA EDUCATION INNOVATION HERALD
关键词 任务复杂性 任务类型 书面输出
分类号 G642 [文化科学—高等教育学]
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参考文献13

  • 1ANDREA R' EV' ESZ.Task Complexity, Focus on L2 Constructions, and Indi- vidual Differences the modern lan- guage journal, 2011 : 162-181.
  • 2Judit Kormos &Anna Trebits.The Role of Task Complexity, Modality, and Ap- titude in Narrative Task Performance[J] . Language Learning, 2012: 439-472. [.
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  • 6Robinson, P. Individual differences, cog- nitive abilities,aptitude complexes and learning conditions in second language acquisition[J]. Second Language Research, 2001.
  • 7Robinson,P.Task complexity,task difficulty, and task production: Exploring interactions in a componential framework [J]. Applied Linguistics, 2001.
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  • 10Skehan, P., &Foster, P. Task type and task processing conditions as influences on foreign language performance[J]. Language Teaching Research,1997.

二级参考文献24

  • 1Robinson, P. & S. Ross. 1996. The development of task-based testing in English for Academic Purposes programs [J]. Applied Linguistics, 17: 523-49.
  • 2Schneider, W. & R. Shiffrin. 1977. Controlled and automatic human information processing: Detection, search and attention [J]. Psychological Review, 84:1-66.
  • 3Skehan, P. 1994. Second language acquisition strategies, interlanguage development and task-based learning[A] . In M. Bygate, A. Tonkyn and E. Williams (eds.). Grammar and the Language Teacher [C]. New York: Prentice Hall.
  • 4Skehan, P. 1998. A Cognitive Approach to Language Learning [M]. Oxford: Oxford University Press.
  • 5Skehan, P. & P. Foster. 1999. The influence of task structure and processing conditions on narrative retellings [J]. Language Learning, 49: 93-129.
  • 6Spada, N. & P. Lighthown. 1993. Instruction and the development of question in the L,2 classroom[J] . Studies in Second Language Acquisition. 15:205-221.
  • 7Stevick, W. E. 1999. Affect in learning and memory: From alchemy to chemistry[A]. In J. Arnold (eds.). Affect in Language Learning [C]. Oxford: Oxford University Press.
  • 8Swain, M. 1985. Communicative competence: Some roles of comprehensible input and comprehensive output in its development [A]. In S. Gass & C. Madden (eds.). Input in Second Language Acquisition [C]. Rowley, MA: Newburv House.
  • 9VanPatten, B. 1990. Attending to content and form in the input: An experiment in consciousness [J]. Studies in Second Language Acquisition, 12:287-301.
  • 10VanPatten, B. 1996. Input Processing and Grammar Instruction [M]. New York: Ablcx.

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中国科教创新导刊
2013年 第8期

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