任务类型及任务频次对英语学习者口语产出的影响——以任务后语言形式聚焦为情境  

Effects of Task Type and Task Frequency on EFL Learners' Oral Performance:In the Context of Post-task Focus on Form

作　　者：李茜[1] 

机构地区：[1]广东外语外贸大学词典学研究中心,广东广州510420

出　　处：《外语与外语教学》2015年第6期42-48,共7页Foreign Languages and Their Teaching

基　　金：教育部人文社科研究青年项目“英语预制语块心理理据研究及其认知习得模型构建”(项目编号:12YJC740048)的阶段成果

摘　　要：本文考察在任务型教学环境中,80名学习者在参与/未参与任务后语言形式聚集的情境下,不同任务类型(单人讲述任务和双人互动任务)和任务频次(四次任务)对其口语句法复杂度、准确度及词汇多样性和词汇复杂度的影响。实验结果显示,双人互动任务有利于促进学习者口语的准确度、句法复杂度中从句的产出及词汇多样性,而单人任务则有利于促进学习者使用更为复杂的词汇;另外,让学习者多次参与任务练习能够实现其词汇多样性的提高,并减少词汇重复率。本文从任务性质、话语分析、话语模式理论等角度讨论了两种任务类型的各自优势及多次任务频次在英语教学中的作用。This study aims to examine the textual borrow- ing practice of EFL learners＇ academic writing in Chinese context. A case study approach was employed to follow the academic writings of a Chinese postgraduate student over a semester and investigate the extent, form, and developmental changes of textual borrowing practice. The findings reveal that the participant relies heavily in writing on the source texts, including mother-tongue sources, yet the extent and form of textual borrowing change with different tasks. The borrowed chunks tend to grow smaller with the development of writing ability. The borrowing purposes are categorized as discourse organization and disciplinary authority. The findings deepen the study of source use in SL writing and have some implications for English academic writing pedagogy as well.

关 键 词：任务类型 任务频次 口语产出 

分 类 号：H319[语言文字—英语]