【作者】 周婷；

【导师】 周星；

【作者基本信息】 浙江大学 ， 外国语言学及应用语言学， 2018， 硕士

【摘要】 随着写作测试的发展,二语测试中引入了新的写作题型:综合写作。该写作形式将写作和听力、阅读等其他语言模态相结合。读后续写就是综合写作的一种,已被运用于浙江省英语新高考。将读后续写引入高考英语写作是浙江英语高考题型的一个显著改革。作为高风险测试,英语高考对于英语教学实践有着重要影响,浙江英语高考改革势必对浙江高中英语教与学产生显著的反拨作用。然而在目前已有的研究中,鲜有研究探讨高考英语中采用读后续写带来的影响。为了填补空白,本研究旨在探究写作类型(独立写作和读后续写)对于英语写作语言流利性、复杂性和准确性的影响,师生对于两种写作类型的态度,读后续写的协同效应,和将读后续写运用于新高考产生的反拨作用。本研究在浙江省杭州第二中学实施,共有76名高二学生参与了此次研究。每位学生都分别完成了一篇独立写作和一篇读后续写。本研究综合了定量研究法和定性研究法。结果显示:1)学生在读后续写中的平均分显著高于独立写作,两种写作类型中学生语言的流利性无明显差异,独立写作中的语言复杂性高于读后续写,读后续写中的语言准确性高于独立写作;2)师生对于读后续写这一题型持积极态度;3)读后续写中存在协同效应,这从学生的作文和问卷中得以体现;4)读后续写对于教与学有积极的反拨作用,它有助于学生批判性思维和想象力的发展。最后,本研究指出了研究结果对于教学实践的启示。更多还原

【Abstract】 Recent developments in writing assessment have resulted in rapid development of new test methods in L2 exams.These new assessment innovations are integrated writing that involves different language modalities such as reading and listening.The continuation task is one of the integrated writing that combines reading and writing together and has been adopted in the new National Matriculation English Test(NMET)in Zhejiang Province since 2016.The introduction of the continuation task is a prominent innovation of Zhejiang NMET.As a high-stakes test,the NMET has significant impacts on pedagogical practices in Zhejiang,and the reform of the test will have obvious washback effects on teaching and learning.However,there are few existing studies exploring the influences of adopting the continuation task in the new NMET.To fill the gap,the present study aims to examine the effects of task types(the writing-only task and the continuation task)on Chinese high school EFL learners’writing products in terms of fluency,complexity and accuracy;to probe into teachers’and students’ attitudes towards the continuation task in comparison to the traditional writing-only task;to investigate whether alignment occurs in the continuation task;and to explore the washback effects of the continuation task.The current study was conducted in Hangzhou No.2 High School and a total of 76 EFL high school students in Grade Two participated in the study.Each student was required to complete the traditional writing-only task and the continuation task respectively.A combination of quantitative and qualitative methods was adopted in the study.The results showed that(1)students demonstrated higher overall writing quality in the continuation task than in the writing-only task;no significant difference existed between students’ compositions of the two writing tasks in terms of fluency;students’compositions of the writing-only task were more complex and less accurate than those of the continuation task;(2)students and teachers held positive attitudes towards the continuation task;(3)the alignment effect could be found in students’ written products of the continuation task and be reflected in the questionnaire;(4)the results of the study yielded positive washback effects of the continuation task on learning and teaching,indicating that this writing task was beneficial to develop students’ critical thinking and imaginative ability.Pedagogical implications of these findings were also discussed in the study.更多还原