摘要
以写作教学为切入点,通过对平行班40名学生为期1年半的实验,研究了教师指导下后效能写作授受建构的效能性。实验借助在期初、期末及期后分别进行的相关测试和问卷分析进行因子设定和建模测算,来测试创新模式对ESL习得者写作力后效能作用的轨迹。研究表明,本写作授受建构通过形成良好课堂环境和提高习得者写作思辨力,对ESL习得者写作能力提高确具较高效能。实验模式能在期后继续有效整体提高平行班ESL习得者写作能力,对习得者写作素质提高颇有裨益。研究表明此模式对学生整体写作素质提高具有长效性,特别是对中高级习得者效果明显;SEM介入性研究可以为相关研究提供有益借鉴。
Taking the initiative of building a L2 writing teaching and learning construction with post-effect, the pres- ent study is aimed at studying L2 writing construction with prolonging effect on L2 learners. Tests and question- naires are placed for a year and a half during the research time among the forty participants. SPSS 16 and Lisrel 8. 7 are employed to analyze the hypotheses based on the proposed model and the collected data from the study. Based on several goodness-of-fit criteria, the results confirmed the validity of the anticipated construct. It was found that all the variables in the model significantly contributed to the intended effort. According to the research, the pro- posed L2 writing teaching and Iearning construction, which enjoys a prolonged effect on developing writing skills, is effective on improving writing ability of ESL learners in mixed level English class on the whole, and especially good for the advanced level and middle level students.
出处
《洛阳理工学院学报（社会科学版）》
2015年第2期25-29,共5页
Journal of Luoyang Institute of Science and Technology：Social Science Edition
基金
2013年度福建省社会科学规划项目"立体式二语写作架构及影响因子探略"(编号:2013B214)的部分成果
关键词
SEM
后效能
写作授受模式
思辨力
SEM
post-effect
L2 writing construct
critical thinking
