学术英语写作课程环境下的写前计划效应探究被引量：1

Exploring the Effect of Prewriting Planning in EAP Writing Course Context

下载PDF

导出

摘要研究旨在探索学术英语写作课程环境下"写前计划"对写作结果的影响及个体差异因素调节作用。在读-写融合性学术英语写作任务中,采用2×6双因素混合实验设计:自变量为写前计划行为,实验班(202人)完成概念构图写前计划,控制班(196人)无写前计划;因变量为写作结果 (词汇与内容);调节变量为个体差异因素,含6个不同"语言水平/任务动机"匹配水平。T检验发现,实验班作文表层内容丰富度(字数)、深层内容丰富度(评判性思维水平)与用词难度(学术词与较低频词使用比例)显著高于控制班,词汇多样性(型符比参数D值)二者之间无显著差异,说明"基于阅读的概念构图"写前计划对内容丰富度与用词难度有显著促进作用。方差分析表明,写前计划与个体差异变量(英语水平与任务动机组合因素)的独立主效应明显,二者的显著交互效应仅限于"用词难度"这一写作表现,个体差异因素调节作用不大。该发现对学术英语写作实验教学对象选择有一定启示意义。 The present study aims to examine the effect of prewriting planning on writing performance in EAP （English for Academic Purposes ） course context and the moderating effect of individual differences. Adopting a 2 ×6 two-factor mixed experiment design, a reading-based academic writing task is conducted, in which the independent variable is prewriting condition-concept-mapping planning （by experimental group, N = 202） vs. zero planning （by control group, N = 196）; dependent variable is writing performance; and two learner factors （English proficiency and task motivation） combine into a moderating variable with 6 levels. T test finds that the surface content richness （i. e. article length） , deep content richness （i. e. critical thinking level） and lexical sophistication （i. e. ratio of academic words and offlist words） of experimental group are significantly higher than that of control group, and that there is no significant difference in lexical variety （D value of TTR）. This finding indicates a positive effect of reading-based concept mapping prewriting planning on content richness and lexical sophistication in EAP writing. ANOVA analysis also finds significant main effects of both prewriting planning and individual differences （proficiency ＆ task motivation） on writing results, but their interactive effect is limited to lexical sophistication, which suggests a very limited moderating effect of individual difference factors. In light of above findings, implication for the selection of potential students for EAP teaching is also mentioned,

作者龚嵘

机构地区华东理工大学外国语学院

出处《上海理工大学学报（社会科学版）》 2016年第1期28-35,共8页 Journal of University of Shanghai for Science and Technology：Social Sciences Edition

基金 2013年国家社科基金一般项目"中国研究型高校本科生学术英语素养发展模型研究"(13BYY080) 上海市教育委员会教育科学研究重点项目"上海高校实施从通用英语向学术英语转型的大学英语教学改革行动研究"(A1301) 华东理工大学本科重点教改项目"学术英语素养多维渗透教育"(YS0125302)

关键词写前计划概念构图学术英语写作个体差异 prewriting planning concept mapping EAP writing individual difference

分类号 H319 [语言文字—英语]

引文网络
相关文献

参考文献21

1Robinson P. Cognitive complexity and task sequencing: studies in a componential framework of second language task design [ J ]. International Review of Applied Linguistics,2005,43( 1 ) : 1 - 32.
2Yuan F, Ellis R. The effects of pretask planning and on- line planning on fluency, complexity and accuracy in L2 monologic oral production[ J ]. Applied Linguistics, 21303, 24(1):1 -27.
3KuikenF, Vedde I. Cognitive task complexity and linguistic performance in French L2 writing[C]// Garclh- Mayo M. Investigating Tasks in Formal Language Learning. Clevedon: Multilingual Matters ,2006:117 - 135.
4Robinson P. Task complexity, task difficulty, and task production: Exploring interactions in a componential framework [ J ]. Applied Linguistics,2001,22 ( 1 ) : 27 - 57.
5Ellis R, Yuan F. The effects of planning on fluency, complexity and accuracy in second language narrative writing [ J ]. Studies in the Second Language Acquisition, 2004,26(1) :59 -84.
6Ong J, Zhang L J. Effects of task complexity on the fluency and lexical complexity in EFL students 'argumentative writing [ J] . Journal of Second Language Writing,2010,19(2) :218 -233.
7Johnson M D, Mercado L, Acevedo A. The effect of planning sub-processes on L2 writing fluency,grammatical complexity,and lexical complexity [ J ]. Journal of Second Language Writing,2012,21 (2) :264 -282.
8Ojima M. Concept mapping as pre-task planning: a case study of three Japanese ESL writers[ J ]. System,2006,34 (4) :566 -585.
9Ellis R. The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production[ J ]. Applied Linguistics ,2009,30(4) :474 -509.
10Facione P A. Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction[ EB/OL ]. ( 2014-11-23 ). http:///assessment. aas. duke. edu/documents/Delphi_Report, pdf.