针对概要写作题型的实验教学——对概要写作内容、语言成绩影响的实证研究  

An empirical study of summary writing experimental instruction on summary content and language performances

作　　者：鲍珍[1] 彭程 BAO Zhen;PENG Cheng

机构地区：[1]上海交通大学外国语学院,上海200240 [2]华东师范大学第二附属中学,上海201203

出　　处：《外语测试与教学》2021年第3期49-59,共11页Foreign Language Testing and Teaching

基　　金：上海交通大学“双一流”学科建设项目“写作与认知”(WF117114003/017);上海交通大学外国语学院长聘教授科研启动经费项目(WF220414005)的阶段性成果。

摘　　要：概要写作是先读后写的综合性语言活动,既需要调动读写者不同的语言技能,又能促进读写者不同语言能力的发展。学生的概要写作活动需要明确的教学指导。本研究以概要写作教学阶段、二语水平分组为自变量,学生的概要内容成绩及语言成绩为因变量,进行两次3×3双因素重复测量方差分析以及6次单因素重复测量方差分析。结果显示,两个自变量均对概要内容成绩有显著的主效应,无交互效应,高、中、低三组被试的概要内容成绩均呈现显著上升趋势;两个自变量均对概要语言成绩有显著的主效应,有交互效应,中、高水平组的概要语言成绩在概要教学过程中呈现缓慢上升趋势,低水平组的概要语言成绩则呈现波动状态,上升不明显。Summary writing,a complex language activity that combines reading with writing,involves different linguistic abilities of students,whose summary writing performance needs explicit instruction.Two-way repeated measures ANOVA and one-way repeated measures ANOVA were conducted twice and six times respectively,with summary writing instruction phase and EFL linguistic proficiency being independent variables and summary content and language performances being dependent variables.The results indicated that both independent variables had significant main effects on students'summary content performance without interactive effect,and all three groups'summary content performance showed significant improvements along the instruction process;both independent variables had significant main effects on students'summary language performance with interactive effect.The summary language performances of the intermediate and high proficiency groups gradually improved,while that of the low group fluctuated in the process.

关 键 词：概要写作 概要写作教学 概要写作内容成绩 概要写作语言成绩 

分 类 号：H319[语言文字—英语]