任务复杂度、任务难度和自我效能感对外语写作的影响  

Effects of task complexity,task difficulty and self-efficacy on EFL writing

作　　者：闫嵘[1] 张磊[2] 

机构地区：[1]北京第二外国语学院,北京100024 [2]中华女子学院,北京100101

出　　处：《外语界》2015年第1期40-47,72,共9页Foreign Language World

基　　金：北京市2014年促进人才培养综合改革项目(编号391002/002);北京第二外国语学院理论与应用语言学研究基地项目(编号210026)的资助

摘　　要：基于"认知假设模型"和"限制注意广度模型",本研究采用不同复杂度写作任务作为实验材料,以60名英语专业学生为被试,探讨了任务复杂度、任务难度与自我效能感对外语写作的影响。研究结果表明:(1)任务复杂度与任务难度并不能等同视之,前者体现任务设计者的教育目标,后者则是外语学习者对任务的心理感知;(2)在排除目的语水平的影响后,任务复杂度对学习者总体写作成绩和语言表达的准确度、流利度、复杂度的影响均不显著;(3)任务复杂度与自我效能感对外语写作准确度具有显著交互作用,高自我效能感水平学习者在高复杂度写作任务中语言表达的准确度不仅显著高于低复杂度任务,而且显著高于低自我效能感水平学习者在高复杂度写作任务中的准确度。研究结论对于外语写作任务教学具有一定启示和指导意义。Based on the ＂Cognition Hypothesis Model＂ and ＂Limited Attentional Capacity Model＂, and through different complex writing tasks, this study investigates the effects of task complexity, task difficulty and self-efficacy on 60 English majors＇ EFL writing performance. The results are as follows： （ 1 ） distinctions should be drawn between task complexity and task difficulty, for the former is manipulated by task designers for specific educational purposes, while the latter is perceived by EFL learners; （2） with the influence of the target language ruled off, the effects of task complexity on EFL learners＇ glnbal writing performance, language accuracy, language fluency and language com- plexity are not significant; （3） task complexity and self-efficacy have significant interactive effects on EFL learners＇ writing accuracy, as the language accuracy of high self-efficacy learners in the high complex writing task is significantly higher than that in the low complex writing task, and is significantly higher than that of low self-efficacy learners in the high complex writing task. The results have practical implications for task-based EFL writing instruction.

关 键 词：任务复杂度 任务难度 自我效能 写作水平 

分 类 号：H319[语言文字—英语]