摘要
以全国英语专业四级统测作文为数据,调查学校类型和作文水平对英语专业学习者书面语文本特征的影响。书面语文本特征从词汇复杂性、句法复杂性和语篇连贯性三个层面测量。多元方差分析发现,学校类型和作文水平对词汇复杂性、句法复杂性和语篇连贯性均没有显著的主效应,且学校类型和作文水平在词汇复杂性、句法复杂性和语篇连贯性层面上均没有交互作用。
This article, grounded on TEM 4 compositions, investigates the effects of school types and writing proficiency on textual features. Textual features are measured by means of lexical complexity, syntactic complexity and coherence. As multi variate ANOVAs indicate, both school types and writing proficiency fail to exert an influence on lexical complexity, syntactic complexity and coherence; furthermore, there is no interaction between school types and writing proficiency at the levels of lexical complexity, syntactic complexity and coherence.
出处
《南京工程学院学报（社会科学版）》
2014年第1期41-46,共6页
Journal of Nanjing Institute of Technology：Social Science Edition
