摘要
读后续写中,学习者的回读过程缺乏外部监控,容易导致其任意发挥,回避前文较为复杂的语言形式,协同效应因而减弱。本研究将大一新生分为实验组和对照组,实验组学生在阅读文本后、展开续写前,完成互动引导任务;对照组学生读后即写。研究发现,互动引导任务能显著提升词汇层面的协同强度和低水平学生写作准确率,对回读过程进行引导和监控能够有效弥合学习者与原文的差距。读后续写作为内隐学习的方式,应结合外显教学手段,以提升学习效果。
In the practice of continuation writing,learners read the text without being monitored,hence writing essays casually and dodging complex linguistic forms,which impairs the alignment effect. In this study,freshmen in a university were assigned to the experiment group and the control group. The experiment group completed the instructive tasks at the intervals between reading and writing. In contrast,the control group wrote the essays directly after reading. The results show that the instruction significantly intensifies lexical alignment and it improves accuracy in low-level students’ writing. The study indicates that the instruction closes the gap between the texts’ and learners’ language proficiency. As a way of implicit learning,continuation writing should combine explicit teaching to promote its effectiveness.
出处
《西安外国语大学学报》
CSSCI
2018年第4期57-61,共5页
Journal of Xi’an International Studies University
关键词
读后续写
协同效应
互动引导任务
continuation writing
alignment
instruction in the text-learner interaction
