摘要
本文基于社会文化理论中的最近发展区,通过对比合写文本与独立写作文本的差异探究协作写作对英语专业本科生写作质量的影响,同时通过半结构化访谈和反思日志探究协作写作对二语学习的作用。研究发现,合写文本在词汇复杂性、语言准确性和写作质量方面具有显著优势,但两者句法复杂性和语言流利性不存在显著差异。质性结果显示,协作写作可以促进二语学习,这是因为学生在合作过程中可以为彼此搭建支架,相互交流和学习,但同伴间的分歧、任务和时间分配的不合理、知识储备不足会阻碍语言的发展。研究有望对英语写作教学提供新的视角与教学模式。
Based on the Zone of Proximal Development in Socio-Cultural Theory,this study sets out to examine effects of collaborative writing on the writing quality of undergraduates majoring in English by text analysis,as well as the role it plays in second language(L2)learning through reflective journals and semi-structured interviews.The results indicate that the lexical complexity,accuracy and quality of co-constructed texts are significantly higher than those produced by individuals,but no statistical differences were found in syntactic complexity and accuracy.The qualitative results show that collaborative writing has facilitated L2 learning as students could be offered more opportunities to pool ideas,scaffold and learn from each other.However,disagreement between partners,inappropriate task management and time allocation,limited English proficiency are more likely to impede language learning.Results of this study provide pedagogical implications for teaching English writing.
作者
刘应亮
李宁宁
LIU Yingliang;LI Ningning
出处
《外国语文》
北大核心
2024年第1期144-155,共12页
Foreign Languages and Literature
基金
国家社会科学基金项目“中国英语学习者议论文论证能力发展特征研究”(19BYY229)的阶段性成果。
关键词
协作写作
写作质量
二语学习
英语写作教学
collaborative writing
writing quality
second language learning
teaching English writing
