任务类型对外国中学汉语学习者写作行为的影响

A Study on the Influence of Task Type on CFL Learners Writing Performance

本文以接受-沉思-产出和规划、监控、选择、组织、整合为构念,研究了94名外国中学生汉语学习者无材料、读写结合、读听写作文的写作成绩和过程,发现任务类型显著影响受试作文总分、语言分、内容分和结构分,综合性写作得分较高。三类任务均考察了语篇综合策略、自我管理策略和考试技巧策略,但综合性任务所检测的能力构建更多元。综合性写作中的输入材料可能为学习者提供了语言、结构、特别是内容上的正向示范。

The present research investigated into the influence of task type on CFL learners writing scores and process, sampling impromptu writing, reading-to-write, and reading-listening-writing as the tasks. Data yielded from 94 L2 middle school learners of Chinese as a foreign language showed the following results. First, the total score, the language score, the content score, and the structure score of the two integrative writing tasks were significantly higher. Second, textual strategies, self-administrative strategies and test-wise strategies were all made use of by candidates in the three tasks, while integrative writing sampled candidates＇ selecting, organizing and connecting abilities on a more high-skill level. Thirdly, most candidates took advantage of the reading and/or listening materials in the integrative tasks and the input provided positive model.