摘要
对高低水平组共180名中国EFL学习者无材料、读写和读听写两类综合性作文的研究发现:1)读听写任务的双模态输入有利于高水平受试产出内容丰富、结构优化的文章;2)综合性写作有利于低水平受试组织内容、构思结构,但其使用相关策略的能力低,抄袭隐患大;3)不同水平组受试对任务内和任务间语言、内容、结构的难度表征不同,任务间综合性写作任务难度小于无材料作文,任务内语言难度最高;4)受试写作表征的解决问题、证明观点、对比和反驳能力差。
The present study investigated into 180 learners' writing processes across impromptu, reading-to-write, and reading-listening-writing tasks. The data indicated that: 1) integrative writing tasks can facilitate high-level subjects' organization optimization and content richness by using metacognitive and cognitive strategies; but low-level subjects had difficulty in using these strategies and have a tendency of plagiarism. 2) High-and low-level subjects had different difficulty representation in terms of language,content,and organization across the three writing tasks,and hold that language expression was the most difficult one. 3) All subjects' selecting,organizing,and monitoring on language review were restricted to word-and sentence-level,with few on content and organization. 4) More than half of high-and low-level subjects showed that they preferred integrative writing tasks.
出处
《解放军外国语学院学报》
CSSCI
北大核心
2016年第1期87-95,158-159,共9页
Journal of PLA University of Foreign Languages
基金
上海市哲学社会科学教育科研规划项目"英语综合性读/听-写测试任务研究"(B11030)
上海大学外国语学院学术科研项目
