协同效应下的英语读后写作文本特征动态发展探究

A Study of the Textual Features of Post-reading Writings in Light of the Alignment Effect

阅读会对写作产生协同效应,使写作的语言逐渐靠近模范文本,从而提升写作的质量。本研究跟踪一个学期的读后写作任务,利用文本分析工具对读后写作的文本特征从词汇、句法、篇章三个层面进行量化考核,并进行差异性分析,结果显示协同效应在语言的不同层面产生了不同的影响。其对作文的总体质量有显著的积极作用,提升了词汇的复杂度,但没有增加词汇的丰富度。读后写作的句子中并列结构增多,从而拓展了句子的长度,但从属子句增长不明显,使得句子的复杂度变化不大。协同效应对篇章连贯性影响尚不明确,甚至产生微弱的反向作用,降低了读后写作的衔接度和可读性。本研究对阅读和写作教学具有启发意义。

Reading exerts an Alignment Effect on writing in that EFL writers follow some language patterns in the reading text and reproduce them in their own writings which are accordingly improved. This study traces 126 pieces of writings finished after close-reading of model texts in one semester, and then collects data of their lexical complexity, syntactic complexity and textual coherence. Those data are grouped, and analyzed to differentiate the progress of the Alignment Effect. Generally, the post-reading writings get higher scores. Specifically, more and more complex concrete words are employed but those words are not diversified. The sentences get longer as more coordinate phrases and clauses emerge, but the sentences are not complex enough since dependent clauses do not occur more frequently. The textual coherence is a little backward because of more misused connectives, less references, and weaker latent semantics. Those findings are of pedagogical significance for English reading and writing.