摘要
本研究立足“大学英语写作”SPOC混合式课程,考察课程前后大学生英语写作的发展变化情况。结果表明:经过一个学期的SPOC混合式教学,学习者的语言复杂度有明显改善。词汇复杂度上,词长、词汇密度、低频词比例显著提高,词汇多样性改善不明显;句法复杂度上,平均句长、平均T单位长度、T单位中子句数量、T单位中从属子句数量以及T单位中复杂名词短语数量均显著增长,平均子句长度增长不显著。课程后问卷调查及学习者反思日志显示,学习者得益于SPOC混合式学习方式,对该教学模式持积极态度。希望本研究能为大学英语写作教学以及学习者英语写作能力的培养提供参考和借鉴。
This paper investigates the effects of a SPOC-based blended writing course on college students’ English writing development. The results reveal that, through a semester-long SPOC-based blended learning, learners’ linguistic complexity has been significantly improved. In terms of lexical complexity, significant improvement is observed in word length, lexical density, and low-frequency word proportion, but not in lexical diversity. With regards to syntactic complexity, learners demonstrate significant growth in five out of six measures, namely the mean length of sentences, the mean length of T-units, the number of clauses per T-unit, the number of dependent clauses per T-unit, and the number of complex nominals per T-unit, but the increase in the mean length of clauses is not statistically significant. Meanwhile,students’ course evaluations and reflective journals suggest that learners accepted and benefited from this teaching mode.This study may shed light on the teaching of college English writing and the cultivation of learners’ writing ability.
作者
杨扬
冯志伟
Yang Yang;Feng Zhiwei
出处
《外语教学》
CSSCI
北大核心
2022年第2期67-73,共7页
Foreign Language Education
基金
辽宁省教育科学“十三五”规划项目“混合式教学下英语写作能力培养研究”(项目编号:JG20DB059)
中央高校基本科研业务费项目“慕课支持下的海事英语混合式教学模式构建及效果研究”(项目编号:3132020273)
大连海事大学教师发展项目“新文科背景下人文社科类课程混合式教学模式构建与实践”(项目编号:0025502105)的阶段性研究成果。
