原文语言复杂度、话题熟悉度及外语水平对EFL学习者概要写作成绩和任务难度感知的影响  

作　　者：彭程[1] 鲍珍 

机构地区：[1]上海交通大学

出　　处：《复旦外国语言文学论丛》2024年第1期24-31,共8页Fudan Forum on Foreign Languages and Literature

基　　金：国家社科基金一般项目“《淮南子》道家性命哲学研究”(项目编号:23BZX024);安徽省高校人文社会科学研究重点项目“西方汉学视域中的《淮南子》英译研究”(项目编号:SK2019A0086);安徽省哲学社会科学重点实验室协同创新项目“《淮南子》与中华优秀传统文化传承创新研究”(项目编号:GXXT-2022-097)的阶段性研究成果。

摘　　要：本文以两组不同水平的中国EFL学习者为研究对象,通过概要写作测试及难度评估,考察原文语言复杂度、话题熟悉度及外语水平对概要写作成绩和任务难度感知的影响。结果显示,3个因素对概要写作均有影响,表现为:1)两组被试的概要写作成绩和任务难度感知都具有原文复杂度效应,且该效应不受话题熟悉度限制;2)话题熟悉度效应显著影响任务难度,但该效应对概要写作成绩的影响主要体现在低语言复杂度的任务中及低水平组内;3)相较于低水平组,高水平组在四种概要写作任务中均取得较高成绩且难度感知均较低。本文结合相关的认知理论对如上发现进行探讨。This study investigated the effects of source text's linguistic complexity,topic familiarity and proficiency on Chinese EFL learners'summary writing performance and task difficulty.The results showed that learners'summary writing performance and task difficulty were influenced by all the three variables.Specifically,both groups'task performance and difficulty perception were influenced by source text's linguistic complexity,regardless of topic familiarity;topic familiarity significantly affected task difficulty,but its effect on summary writing performance mainly appeared in tasks of lower linguistic complexity and among lower-proficiency learners;higher-proficiency learners generally performed better than their lower-proficiency counterparts on all summary writing tasks,with lower difficulty perception.These findings were discussed based on relevant cognitive theories.

关 键 词：概要写作 原文语言复杂度 话题熟悉度 水平差异 

分 类 号：H319.3[语言文字—英语]