二语写作任务复杂度的效度验证

Validating L2 Writing Task Complexity

本研究考察了两名学习者对三项二语写作任务的难度感知及注意资源配置情况,以验证任务复杂度的构念效度。研究结果显示:尽管存在程度不同的被试间差异,其感知的任务难度与任务复杂度不完全一致;注意资源在写作中主要配置于内容和形式;对语言准确度的关注随任务难度上升,对复杂度的关注则随之下降。相关影响因素包括任务特定的语言要求、主体能动性以及考试文化语境等。因此,任务复杂度只能作为一种参考,最终的排序决策还须结合具体的教学情境。

The present study investigates the perception of task difficulty and causal attentional allocation of two L2 learners in three writing tasks, to verify the construct validity of task complexity. Despite the varying degrees of between-subject differences, the results showed that affected by task-specific linguistic demand, learner agency as well as the context of Chinese examination culture, the task difficulty perceived was not in exact consistency with task complexity.Both learners paid more attention to content and form at the during-writing stage;the allocation of their attentional resources to accuracy increased with task difficulty whereas that to complexity decreased. Therefore, task complexity can only serve as a reference for task sequencing. The final decision should also take into consideration of specific teaching situations.