英语二语读后续写任务中的学习投入研究

Learner Engagement in EFL Continuation Tasks

本研究通过问卷调查和反思日志,考察了英语二语读后续写任务中的学习投入及其与写作表现间的关系。被试为48名英语专业大一学生,先后参加了自由写作、读后续写和对比叙作三项记叙文写作任务。结果发现:1)三项写作任务中学习者的投入情况总体较好;2)任务类型显著影响情感投入,但对认知投入和行为投入则无显著影响;3)学习投入与英语二语写作结果呈显著正相关,表明学习投入越高,写作表现越好。本研究为优化读后续写的促学功效提供了有益参考。

Adopting the learner engagement scale and using learnersreflective journals as supplementary data,the current study explores learner engagement in EFL continuation tasks and its relationship with writing achievements.A total of 48 Chinese English major freshmen participated in a free writing task,a continuation task and a comparative continuation task in turn.The results show that(1)the participantsengagement was relatively high in all the three writing tasks;(2)task type had a significant impact on their affective engagement,but not on their cognitive and behavioral engagement;and(3)there was a significant positive correlation between learner engagement and EFL writing achievements.This study offers important implications for optimizing EFL learning by extension.