英语论文网

本研究的第一个问题是探讨任务复杂性的增加对高中生英语写作成绩的影响。结果表明，通过增加写作任务中的元素数量来增加任务复杂度对学生英语写作的流畅性和准确性有显著的正向影响，但对句法和词汇复杂度的影响不显著。与简单的任务相比，复杂的任务能使英语写作更加准确流畅。沿资源导向维度（要素）增加任务复杂性提高学生英语写作流利性的结论支持Skehan和Foster的有限注意能力模型，提高准确性的结论符合Robinson的认知假设。

Chapter One Introduction

1.1 Background of the Study

English writing is one of the main challenges for Chinese EFL learners and itrequires high accuracy and logicality. Writing is a multifactorial and complexpsychological cognitive process. Most foreign language learners are afraid of Englishwriting because writing requires a high comprehensive ability, and for learners,writing is a relatively weak segment in English teaching. How to improve learner’swriting proficiency effectively is always one of the central issues in SLA research andlanguage pedagogy. Many factors affect learners’second language (L2) writing abilityor writing proficiency which include native language ability or native languagethinking, metacognitive knowledge and strategies, L2 proficiency, cognitive strategies,task conditions, and task complexity (Wang, 2013). In recent years, the output of taskwriting has gradually attracted attention (Ong＆Zhang, 2013).

Since the introduction of task-based language pedagogy in the 1980s, tasks haveheld a central place in current second language acquisition (SLA) research andlanguage pedagogy (Kuiken＆Vedder, 2008). The importance of task complexity hasalso been concerned, particularly with regard to the influence of task complexity onlinguistic production (oral production and written production). So far, many studieshave investigated the effects of task complexity on learners’ language performance based on two different models of task complexity: Skehan and Foster’s LimitedAttentional Capacity Model (Skehan, 1998; Skehan＆Foster, 2001) and the CognitionHypothesis of Robinson (2001a, 2001b, 2003) (Ellis＆Yuan, 2004; Ishikawa, 2006;Kuiken＆Vedder, 2008; Ong＆Zhang, 2010; Wang, 2013; Wang＆Wu, 2020).

......................

1.2 Purpose of the Study

The purpose of the study is to explore the effects of task complexity manipulatedalong the resource-directing dimension and the resource-dispersing dimension onsenior high school students’ English writing performance. The ± elements factor thatparticipants need to consider in decision-making letter writing is regarded as aresource-directing dimension, and whether the participants are provided with priorknowledge of the writing tasks or not is regarded as a resource-dispersing dimension.According to the Cognition Hypothesis (Robinson, 2001a, 2001b, 2003, 2005), bothof the two dimensions have different impacts on the allocation of learners’ attentionalresources. Increasing task complexity along resource-directing dimensions can guidethe learners’ attentional resources to specific language structures and forms, whichcan improve the accuracy and complexity of writing, but will reduce the fluency ofwriting. Increasing task complexity along resource-dispersing dimensions willconsume more attentional resources of learners and reduce their attention to language forms, thereby it will affect the accuracy, complexity, and fluency of languagenegatively. The Limited Attentional Capacity Model (Skehan＆Foster, 2001) claimsthat an increase of task complexity will make learners process the content or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。