【作者】 李梅；

【导师】 黄彩霞； 张永强；

【作者基本信息】 西北师范大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 写作能力是英语听、说、读、写四种基本能力之一,能够有效促进语言知识的内化。《普通高中英语课程标准(2017年版2020年修订)》对高中生写作能力提出新的要求,写作教学应注重写作微技能的培养,比如构思、写提纲、修改等技能。在技能教学中,可设计读前和读后的讨论或概要写作、续写等活动,避免单一的单项技能训练。因此高中写作教学不能仅局限于写作技能的练习,还应注重综合技能的培养。合作写作和读后续写作为当前写作研究的两大方向,两者的结合可以有效提升促学效果。但笔者通过搜索国内外核心期刊发现,在续写任务中融合合作教学的相关研究并不多,由此,本论文尝试将合作写作和读后续写结合起来,去探讨合作续写在高中生英语写作中的促学效果。本研究以互动协同理论、续论、输入输出理论和合作学习理论为理论基础,探讨三个问题:1)与个人续写相比,合作续写对高中生英语写作的词汇和句法结构方面的协同效应有何影响?2)与个人续写相比,合作续写对高中生英语写作的语言偏误率有何影响?3)合作续写对不同语言水平高中生的写作成绩有何影响?实验选取平凉市灵台县某高中两个平行班的高二年级学生为研究对象,为期三个月的教学实验中,实验班开展合作续写模式教学,控制班为个人续写教学模式。在实验前后,两个班学生分别续写新高考题型读后续写材料(来源于“21世纪教育网”),续写完成后,该材料由笔者和学校另外一名教师按照浙江版读后续写评分标准进行评阅,作为实验前测成绩和后测成绩。实验开展期间,收集两个班学生续写作文。对协同效应的探究,将学生的续写文本建立两个小型语料采用Ant Conc4.0.4进行统计分析,为确保实验数据的有效性,偏误类型由两名教师手动统计,分析从六个方面进行:数一致、冠词误用、系动词误用,时态误用、不定式误用及中式英语。实验班不同水平学生的前后测成绩用SPSS 24进行统计分析。实验结果如下:1)与个人续写相比,合作续写在词汇和句法结构层面的协同效应更强;2)与个人续写相比,合作续写能显著降低高中生英语写作中数一致、冠词、时态和中式英语的偏误率,但在降低系动词和不定式偏误率方面,两者没有显著差异;3)合作续写对不同语言水平学生的写作成绩影响有所不同,即合作续写可以有效提升低水平学生的写作成绩,对高水平学生的写作成绩影响较小。本研究对高中英语写作教学具有一定的启示作用。在以后的英语写作教学中,教师可以把合作写作和读后续写结合起来,在读后续写中增加互动层次和互动强度,从而增强协同效应和降低语言偏误率。更多还原

【Abstract】 As one of the four basic skills of English learning,writing can effectively promote the internalization and assimilation of language knowledge.The General Senior High School English Curriculum Standards（2017 Edition,2020 Revision）put forward new requirements for the writing ability of senior high school students.Teachers should attach importance to the cultivation of micro-writing skills,including the ability to construct,outline and revise in writing teaching.To achieve this goal,teachers can design pre-reading and post-reading discussion activities or employ summary writing and continuation task to avoid lonely single-skill training.Therefore,teaching English writing in senior high school should not be limited to training writing skills but put emphasis on the cultivation of comprehensive skills.As two primary directions of current writing study,collaborative writing and continuation task,the combination of the two can effectively enhance students’English writing proficiency.However,there are not many relevant studies on the integration of collaborative writing and continuation task.Therefore,the study attempts to explore the effectiveness of Collaborative Continuation Task in English writing teaching by applying collaborative writing to continuation task in teaching English writing.The study is based on theories such as Interactive Alignment Model,Continuation Theory,Input and Output Theory and Collaborative Learning Theory.Research questions are as follows:1)Compared with Individual Continuation Task,what are the effects of Collaborative Continuation Task on alignment at the levels of lexis and syntactic structure levels in senior high school students’compositions?2)Compared with Individual Continuation Task,what are the effects of Collaborative Continuation Task on language errors in senior high school students’compositions?3)What are the effects of Collaborative Continuation Task on English writing scores of students with different English levels?Eighty participants in Grade Two in senior high school were randomly selected from two parallel classes in Lingtai County,Pingliang City as the research subjects.During the three-month teaching treatment,the experimental class carried out Collaborative Continuation Task,while the control class carried out Individual Continuation Task.Before and after the teaching experiment,students in two classes were required to complete“the Continuation Task”selected from“the 21^st Century Education Network”,whose scores were used in the pre-test and post-test respectively.When students completed the continuation task,all compositions were collected to analyze the effectiveness of Collaborative Continuation Task and Individual Continuation Task,which were finished by the author and the other teacher in this school.To explore the synergistic effect,two small corpora were established by using Ant Conc 4.0.4 statistical analysis.To analyze the frequency of language errors,two teachers marked language errors made in two corpora from six aspects,including the misuse of number agreement,article misuse,linking verb misuse,tense misuse,infinitive verb misuse and Chinglish.SPSS 24 was used for statistical analysis of students’scores of different English levels in collaborative continuation class.The experimental results were as follows:1)Compared with Individual Continuation Task,there were stronger synergistic effects in the lexis and syntactic structure in Collaborative Continuation Task.2)Compared with Individual Continuation Task,Collaborative Continuation Task could significantly reduce the error rate of number agreement,article,tense and Chinglish in students’writing compositions,but there was no significant difference in reducing the error rate of linking verbs and infinitive verbs.3)Collaborative Continuation Task had different effects on students’writing achievement of with different English levels.For students with lower English level,Collaborative Continuation Task could significantly improve their writing scores.However,for students with higher English level,there were few significant effects in students’writing scores.This study has some pedagogical implications for high school English writing teaching.In future English writing teaching,teachers can combine collaborative writing with continuation task so as to increase the level and intensity of interaction in continuation task and eventually enhance the synergistic effect and reduce the language error rate.更多还原