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任务复杂度对学习者二语写作表现的影响研究

Acknowledgements第5-7页
中文摘要第7-9页
Abstract第9-12页
List of Abbreviations第19-20页
Chapter One Introduction第20-26页
    1.1 Need for the study第20-22页
    1.2 Significance of the study第22-24页
        1.2.1 Theoretical significance第22-24页
        1.2.2 Pedagogical significance第24页
    1.3 Overview of the dissertation第24-26页
Chapter Two Literature Review:Related Theories第26-48页
    2.1 Task-based language teaching approach第26-29页
        2.1.1 Definition of task第27-28页
        2.1.2 Definition of complexity第28-29页
    2.2 L1 and L2 writing theories第29-36页
        2.2.1 L1 writing theories第29-34页
            2.2.1.1 Flower and Hayes' cognitive process writing model第29-30页
            2.2.1.2 Bereiter and Scardamalia's developmental process writing model第30-32页
            2.2.1.3 Kolleg's task-centered writing model第32-34页
        2.2.2 L2 writing theories第34-36页
    2.3 The limited information-processing theory第36-38页
    2.4 Skehan and Foster's Limited Attentional Capacity Model and Robinson's Cognition Hypothesis第38-46页
        2.4.1 Skehan and Foster's Limited Attentional Capacity Model第40-42页
        2.4.2 Robinson's Cognition Hypothesis第42-45页
        2.4.3 Similarities of the two models第45页
        2.4.4 Differences of the two models第45-46页
    2.5 Summary第46-48页
Chapter Three Literature Review:Empirical Studies第48-75页
    3.1 Effects of task complexity on learners' performances along resource-dispersing dimension第48-58页
        3.1.1 Studies on oral production第49-54页
            3.1.1.1 The effects of strategic planning on oral production第49-52页
            3.1.1.2 The effects of rehearsal on oral production第52-53页
            3.1.1.3 The effects of within-task planning on oral production第53-54页
        3.1.2 Studies on written production第54-58页
    3.2 Effects of task complexity on learners' performances along resource-directing dimension第58-63页
        3.2.1 Studies on oral production第58-60页
        3.2.2 Studies on written production第60-63页
    3.3 Researches combining both resource-dispersing dimension and resource-directing dimension第63-66页
        3.3.1 Studies on oral production第63-65页
        3.3.2 Studies on written production第65-66页
    3.4 Studies on L2 writing process第66-71页
    3.5 Research Gaps第71-75页
Chapter Four Methodology第75-102页
    4.1 Research questions第75-76页
    4.2 Pilot study第76-84页
        4.2.1 Methods第76-78页
            4.2.1.1 Participants第76-77页
            4.2.1.2 Writing tasks第77页
            4.2.1.3 Data collection and Data analysis第77-78页
        4.2.2 Results and discussion第78-84页
            4.2.2.1 Effects of number of elements on written linguistic performance第78-80页
            4.2.2.2 Effects of L2 proficienty level on written linguistic performance第80-81页
            4.2.2.3 Interactive effects of task complexity and proficienty level on written performance第81-84页
        4.2.3 Summary of the pilot study第84页
    4.3 Setting第84-85页
    4.4 Participants第85-86页
    4.5 Instruments第86-89页
    4.6 Data collection第89-91页
    4.7 Data ananlysis第91-102页
        4.7.1 Text analysis of compositions第91-98页
            4.7.1.1 Measures of complexity第94-97页
            4.7.1.2 Measures of accuracy第97-98页
            4.7.1.3 Measures of fluency第98页
        4.7.2 Analysis of data from the interview第98-102页
Chapter Five Results and Discussions:Effects of Task Complexityalong Resource-Directing Dimension on Written Performance第102-115页
    5.1 Effects of task complexity (±few elements) on fluency第102-105页
    5.2 Effects of task complexity (±few elements) on accuracy第105-107页
    5.3 Effects of task complexity (±few elements) on complexity第107-110页
    5.4 L2 learners' attention allocated in writing第110-111页
    5.5 Discussions第111-115页
Chapter Six Results and Discussions:Effects of Task Complexityalong Resource-Dispersing Dimension on Written Performance第115-131页
    6.1 Effects of task complexity (±planning time) on fluency第115-117页
    6.2 Effects of task complexity (±planning time) on accuracy第117-119页
    6.3 Effects of task complexity (±planning time) on complexity第119-121页
    6.4 L2 learners' strategy use in and attitudes towards pre-task planning第121-125页
        6.4.1 Strategies used in the pre-task planning第121-123页
        6.4.2 L2 learners' attitudes towards pre-task planning第123-125页
    6.5 Discussions第125-131页
Chapter Seven Results and Discussions:Interactive Effects on Written Performance第131-144页
    7.1 Interactive effects on fluency第131-133页
    7.2 Interactive effects on accuracy第133-135页
    7.3 Interactive effects on complexity第135-139页
    7.4 Discussions第139-144页
Chapter Eight Conclusion第144-152页
    8.1 Summary of major findings第144-146页
    8.2 Theoretical and pedagogical implications第146-149页
        8.2.1 Theoretical implications第147-148页
        8.2.2 Pedagogical implications第148-149页
    8.3 Limitations and suggestions第149-152页
References第152-171页
Appendices第171-197页
    Appendix Ⅰ第171-192页
    Appendix Ⅱ第192-193页
    Appendix Ⅲ第193-195页
    Appendix Ⅳ第195-197页

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