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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-12编辑:lgg点击率:4796
论文字数:32600论文编号:org201407121043297173语种:英语 English地区:中国价格:$ 66
摘要:本文是英语毕业论文,Based on the previous study, the present study aims to explore the developmentalfeatures of English writing complexity of English majors in China from a longitudinalperspective and depict the developmental traces within one year.
Chapter 3 Research Methodology ....21
3.1 Research Questions.....21
3.2 Research Subjects .......21
3.3 Research Instrument....22
3.3.1 The Twelve Compositions.........22
3.3.2 A Face -to- Face Interview........23
3.4 Data Collection .....24
3.5 Data Analysis ........25
Chapter 4 Results and Discussion.....29
4.1 Quantitative Analysis ........29
4.2 Qualitative Analysis ....40
4.2.1 A Qualitative Analysis Based on Writing Texts ......40
4.2.2 A Qualitative Analysis Based on Interview ......50
4.3 Summary .........52
Chapter 5 Conclusions and Pedagogic Implications.....53
5.1 Main Research Findings .........53
5.2 Pedagogic Implications.....54
5.3 Limitations and Suggestions for Further Research.....55
Chapter 4 Results and Discussion
4.1 Quantitative Analysis
As mentioned above, the measures of the development of Syntactic Complexity(SC) are four indexes: unit length, including T-unit length (W/T), clause length;(W/C)complexity ratio, including T-unit complexity ratio (C/T) and dependent clause ratio;(DC/C) Firstly, this part reports the general development of syntactic complexity. Table 4.1 shows the development of the four indexes in syntactic complexity ofthe 11 participants. From the above table, we can see that T-unit length (W/T) issignificantly increasing with the significance being 0.001, which is far below 0.05.However, the developmental curve in T-unit length is not linearly upward but zigzagand fluctuating. The mean of the first writing is 15.22, and till the seventh writing themean increases to 17.23, but till the twelfth writing the mean decreases to 14.30.However, the general trend is upward, and seven writings’ means are above the meanof the first writing and only four writings’ means are below the mean of the firstwriting. The possible reasons why the means of the last two writings are decrementare that the last two writing styles are respectively narration and exposition, whichstudents are not familiar with. From the perspective of cognitive psychology, complexcognitive skills are learned and routinized (i.e. become automatic) through the initialuse of controlled processes. Controlled processing requires attention and takes time.Therefore, when students write their unfamiliar styles, in other words, when they areconfronted with complex tasks, which need more attention and time, naturally theycan not focus their attention on long sentences and complex sentences.
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Conclusion
This study collected students’ one-year writings and aimed to test whetherstudents’ writing complexity was improved as time went by. Based on what have beenanalyzed in chapter four, this study has made some findings:To the first research question, that is, for syntactic complexity, our finding is thatthe two indexes of unit length (W/T, W/C) have been improved within one year, whilethe other two indexes of complexity ratio (C/T, DC/C) have no 本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。