任务规划对中国学习者英语说明文写作影响研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-03-24编辑:lgg点击率:5247
论文字数:36954论文编号:org201703202118217863语种:中文 Chinese地区:中国价格:$ 33
关键词:英语语言学论文流利度复杂度准确度
摘要:本文是英语语言学论文,本研究设计了两种任务前规划形式:有指导和无指导规划。57 名来自广东外语外贸大学的中等水平的非英语专业学生参加了本次实验,测试表明他们的英语水平相当。
CHAPTER ONE INTRODUCTION
In the field of second language acquisition (SLA), it has been admitted that planning plays an important role in the process of achieving language success, but two important aspects—instruction and readiness, which can have some influence on task performance, has long been neglected. Especially in L2 writing production, there are limited articles at home that focus on the effect of strategic planning on L2 written task performance. Therefore, the present study plans to further former research on strategic planning.
1.1 Research Orientation
The present study investigates, within the direction of Ellis’ (2005) classification Ellis’ (2005b) task planning, the effects of two different types of strategic planning on Chinese EFL learners’ written production of English exposition. The purpose of this study is twofold: (1) to examine whether the strategic planning has effect on fluency, accuracy, and complexity of Chinese EFL learners’ written exposition, and (2) to examine whether guided strategic planning has better effect on fluency, accuracy, and complexity of Chinese EFL learners’ written exposition than unguided strategic planning does. Additionally, it concerns the potential inference of task readiness, which is quite a new concept, often neglected in the past studies.
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1.2 Research Rationale
As a formal means of communication and expression, planning occupies a very important position in the research of writing. It is universally agreed that planning is the necessary stage of writing process, and a kind of preparatory reflection. Research of planning is an inevitable part in the writing models and contemporary cognitive psychology (Flower & Hayes 1980). Despite some research pointed out that there was not any universally accepted or specific theory of L2 writing, Ellis & Yuan (2004), based on previous available theories (Bereiter & Scardamalia 1987; Flower & Hayes 1980; Grabe 1996; Grabe & Kaplan 1996; Kellog 1996; Zimmerman 2000), still believed that there were broadly similarities between L1 and L2 writing. According to Ellis & Yuan (2004), Kellog’s (1996) model, which posits three basic processes in writing—formulation, execution and monitoring, has been confirmed that it is instructive for L2 writing research. Therefore, Kellog’s (1996) model manifests the indispensable ro
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