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任务复杂度对高中生英语写作表现的影响研究 [2]

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2021-05-26编辑:vicky点击率:4083

论文字数:35455论文编号:org202105231328566524语种:英语 English地区:中国价格:$ 44

关键词:英语教学论文发表任务复杂度英语写作表现

摘要:本文是一篇英语教学论文发表,本研究主要探讨任务复杂性对高中生英语写作成绩的影响。

meaningof the task primarily, while they can’t pay attention to the form simultaneously so thecomplexity and accuracy of language production will reduce. The present study alsotries to test which model is more suitable to explain the effects of task complexity onwriting performance.

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Chapter Two Literature Review


2.1 Definitions of Key Terms

2.1.1 Task

As the core of task-based language teaching, tasks have received more attentionfrom many second language acquisition researchers who are interested in theapplications of second language acquisition theories (e.g., Long and Crookes, 1993).Different researchers have defined tasks from different angles according to theirstudies (e.g., Nunan, 1989; Skehan, 1996). This present study gives a briefintroduction to the task based on the previous studies.

Many researchers have defined the task. Nunan (1989) defined thecommunicative task that it was a piece of classroom work which involved learners incomprehending, manipulating, producing, or interacting in the target language whiletheir attention principally focused on meaning rather than form. Wills (1996) defineda task as a goal-oriented activity or a communicative process that learners aimed toachieve a real outcome. Skehan (1998) stated that a task was an activity which hadfive features: meaning was primary; certain communicative problems needed to besolved; existing relationship with real-world activities; completing tasks had certainpriority; a task in the evaluation results. Ellis (2003) referred tasks as language useactivities centered on meaning. Although many researchers had different definitions oftasks, there was a common view among them that tasks were activities and goals thatused languages to execute.

Table 3.1 Basic information of participants

Table 3.1 Basic information of participants

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2.2 Theoretical Basis

There are two representative theories with regard to the influence of taskcomplexity on language output. They are respectively Skehan and Foster’s (1999,2001) Limited Attentional Capacity Model and Robinson’s (2001, 2003, 2005, 2007)Cognitive Hypothesis, which is also called Multiple Attentional Resource Model.Most of the studies on task complexity were based on the two theoretical models. Thecommon points of the two models are that they focus on the crucial role of attentionand how the learners allocate attentional resources when they complete tasks. Skehanand Foster distinguished different types of task complexity, and Robinson listed twodimensions of task complexity. However, an important difference between the two models is that their assumptions are different in the impacts of increasing taskcomplexity on language production.

2.2.1 Limited Attentional Capacity Model

Based on the findings of VanPatten’s (1990, 1996) studies and the workingmemory theory, Skehan and Foster (1999, 2001, 2005) put forward the LimitedAttentional Capacity Model. The basic assumption of the model is that learners’attentional resources are limited and increasing task complexity will reduce theirattentional capacity. When the task requires more attention than learners’ attentionalresources, learners论文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。

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