读后续写协同效应的可持续性研究

Sustainability of Alignment Effects on Learners’Writing Development in the Continuation Task

本研究为读后续写协同效应的可持续性的实证研究。教学实验为期一学期,受试为某普通理工类院校非英语专业研究生,实验组采用读后续写,对照组采用命题写作。各组受试按照其英语水平又分为三个水平组:CET6组,CET4组,CET4以下组。研究发现:读后续写对学习者写作总体水平的协同效应具有可持续性,且对CET4及CET4以下组,该可持续效果显著优于命题写作,命题写作缺乏读后续写中输入与输出结合过程中产生的协同效应,使其可持续性促学效果不及读后续写;读后续写对学习者写作语言偏误协同的可持续性效果不显著,且其效果与命题写作无显著差异。研究结果可为今后的"续论"研究及外语写作教学与研究提供借鉴与启示。

The current study explored long-term alignment effects of the continuation task on learners’writing development through the comparison of the study results between the continuation task and the subject-given composition.The experiment lasted for one term.The two groups of subjects,each of which were further divided into CET6 Group,CET4 Group and Under CET4 Group,were the postgraduates of non-English major from an ordinary university of science and technology.It was found that:1)the continuation task had a significantly good long-term facilitating effect on learners’general writing development,and it had a significantly better long-term impact on promoting the general writing development of the learners from CET4 Group and Under CET4 Group than the subject-given composition,which could be attributed to the combination of reading with writing in the continuation task,2)the continuation task and the subject-given composition,however,had a limited and insignificantly different long-term facilitating impact on improving linguistic errors of the learners.The results can provide some enlightenment for the research of the extension hypothesis as well as the teaching and research of foreign language writing.