【作者】 李平；

【导师】 李艳；

【作者基本信息】 陕西师范大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 读后续写是一种将阅读与写作紧密结合,输入与输出紧密联系的方法。最初,一些研究者通过理论和实证研究相结合的方式探究其背后的促学机理,随后越来越多的研究者研究其对英语学习的作用,尤其是对于二语的词汇习得以及二语写作的作用。近年来也有一些研究者探讨其对于二语语法习得的影响,研究表明读后续写可以有效地促进语法学习。这一研究发现为语法教学研究提供了全新的视角。然而,这些研究大多集中于调查汉语二语语法结构的习得;对于英语二语语法结构习得的研究则较少,尤其是对于较为复杂的句法结构的研究。本研究以互动协同效应为理论基础,探究读后续写对英语关系从句学习的影响,旨在回答以下三个研究问题:(1)读后续写对高中生学习英语关系从句有什么影响?(2)和阅读理解任务相比,读后续写对关系从句的理解和产出方面有什么影响?(3)读后续写对不同类型的关系从句学习有什么影响?其习得顺序是否与名词短语可及性层级假设相符?为了解决上述研究问题,本研究在新疆某高中二年级的两个自然班中展开,共90名学生。两个班被随机分为实验组和控制组,在实验组中进行读后续写任务,在控制组中进行阅读理解任务。在三次实验之后,笔者立即采用了一套测试卷来测试学生的关系从句学习效果,并在两周后进行了关系从句的延时后测,随后从实验组中选取了 11名同学进行半结构化访谈。本研究持续时间约为十二周。量性研究结果表明:(1)读后续写能显著促进高中生英语关系从句学习。(2)和阅读理解任务相比,读后续写能显著提高学生的关系从句产出能力。而在关系从句理解方面,两者都能有效促进关系从句的理解。(3)读后续写对不同类型的关系从句学习具有不同的效果。具体来说,主语型关系从句最易习得,其次分别是直接宾语型和属格型的关系从句,而对于介词宾语型的关系从句其促学优势则不明显,这表明关系从句的习得顺序仅部分地支持了名词短语可及性层级假设。半结构化访谈结果进一步表明:(1)续写时为了和前文在内容上或语言上连贯,学生会回读文章,促使他们在续写中模仿原文的关系从句结构。(2)读后续写能提高学生对目标语的注意,从而察觉到自己的输入语与目标语结构之间的不一致。更多还原

【Abstract】 The continuation task(CT)is an approach of combining reading and writing,and integrating input and output.Initially,some researchers explored its underlying mechanism for promoting learning through theoretical and empirical research.Subsequently,an increasing number of researchers investigated the effects of the CT on language learning,in terms of second language(L2)vocabulary acquisition and L2 writing in particular.In recent years some researchers have examined the effects of the CT on grammar leaning as well.Results indicated that the CT could effectively facilitate grammar learning,providing a brand new route for grammar research.These studies,however,primarily focus on the acquisition of L2-Chinese grammatical structure.Comparatively,few researchers investigate the effects of the CT on L2-English grammar learning,particularly on the acquisition of relatively complicate syntactic structure.The study underpinned by interactive alignment attempts to discover the effects of the CT on the learning of English relative clauses(RCs),aiming to address the following three questions:(1)What are the effects of the continuation task on English relative clause learning for senior high school students?(2)In comparison with the reading comprehension task,what are the effects of the continuation task on the two dimensions of English relative clause learning:comprehension and production?(3)What are the effects of the continuation task on the learning of different types of English relative clauses?Is the acquisition order consistent with Noun Phrase Accessibility Hierarchy Hypothesis(NPAH)?In order to cope with the three research questions,the study was conducted in two intact parallel classes in the second grade of a senior high school in Xinjiang,with 90 students involved.The two classes were randomly assigned as an experimental group and a control group.The experimental group performed the CT;the control group conducted the reading comprehension task(RCT).After three-session treatments,a set of RC testing paper was adopted to examine the effects of learning RCs immediately.After two weeks,a delayed posttest was administered to test the retention of RC learning.Subsequently,eleven students from the experimental group were selected for a semi-structured interview.Overall,the study lasted for about twelve weeks.Quantitative results indicate that:(1)The CT can significantly improve the learning of English RCs for senior high school students.(2)In comparison with the RCT,the CT displays a significant improvement on the production of English RCs;in terms of RC comprehension,both of them can effectively facilitate the comprehension of English RCs.(3)The CT reveals different effects on learning different RC types.Specifically,SU is the easiest to be acquired,followed by DO and GEN respectively,with OPREP being the most difficult to be acquired.It also suggests that the acquisition order just partially supports NPAH.Results in the semi-structured interview reveal that:(1)In order to cohere or align with the preceding text at a situational or linguistic level,students exposed to the CT have the tendency to reread the passage,prompting them to creatively imitate the RC structure of the original passage when producing output.(2)The CT can enhance the noticing of the target grammatical structure,enabling them to detect the mismatch between their input language(IL)form and the target language(TL)form.更多还原