题型设置对写作练习使用效果的影响

发布时间：2018-04-20 01:29

  本文选题：题型设置 + 写作练习　； 参考：《北京大学》2013年硕士论文

【摘要】：本文尝试以中高级水平汉语学习者为例，研究题型设置对写作练习使用效果的影响：一、写作练习题型设置不同，学习者写出来的作文质量会不同吗？如果会，有什么不同？二、写作练习题型设置不同，对学习者语言学习的促进作用会不同吗？ 将有没有题目、内容要求和语言要求这三种因素进行组合，会产生五种不同的写作练习题型。每种题型我们各收集了一次作文。被试是北京大学对外汉语教育学院2012年度秋季学期的一个中级汉语班，共15名学生。请两位评分员根据给定的评分标准对收集的作文进行评分，同时还进行文本分析，统计准确度、语法复杂度、词汇复杂度、连贯度和衔接度，从两个角度对五种题型的作文质量进行了分析比较。 比较不同题型设置对语言学习促进作用的大小时，我们用输出假说分析作文质量的差异，另外还对学习者和教师发放调查问卷，探究两者的看法是否有分歧。北京大学对外汉语教育学院2013年度春季学期的一个高级汉语班在做过这五种作文题型后，填写了18份调查问卷。教师问卷的调查对象是北京大学对外汉语教育学院的23位教师，他们教授过中级汉语、高级汉语或者写作课。 从评分和文本分析的结果来看，题型中设不设置语言要求、题目、内容要求，会影响学生作文的质量：只有题目时，，学生写出来的作文词语类型多样性最低；在有题目的基础上增加内容要求，会降低作文的词语高级性；只有语言要求时，学生写出来的作文准确度和连贯度最低；在有题目、内容要求的基础上增加语言要求，会增加学生写作时的词汇复杂度（包括词语类型多样性和词语高级性），降低衔接度（指指称关系的使用）；与有题目、内容要求的题型相比，只有有语言要求的题型词汇复杂度（包括词语类型多样性和词语高级性）更高。 调查问卷与运用输出假说解析作文质量的研究结果相一致：与设置题目、内容要求相比，写作练习设置语言要求，能更好地帮助学习者学习语言。 通过对上述研究结果的进一步讨论，我们对教学中如何选择写作练习题型提出了建议，其中特别针对题型C（有题目、语言要求、内容要求）的使用争议进行了尝试性的解决。在上述建议的基础上，我们还讨论了应该如何编写教材中的写作练习。
[Abstract]:This article tries to take the middle and senior level Chinese learners as an example to study the effect of the type setting on the effect of the writing practice. First, is the composition of the writing exercises different and the quality of the composition written by the learners different? If it will, what are the differences? Two, the different types of writing exercises are set up, and the promotion of the learners' language learning will be different. ?
There will be five different types of writing exercises that will be combined with the three factors, such as the title, the content requirement and the language requirement. Each type of composition is collected. The subjects are a middle Chinese class in the autumn semester of the College of foreign language education of Peking University, a middle Chinese class in the autumn term of the year 2012, and a total of 15 students. Two raters are asked to be given a given basis. The scoring standard is used to score the collected compositions. At the same time, the text analysis, the statistical accuracy, the grammatical complexity, the complexity of vocabulary, the degree of coherence and the degree of cohesion are carried out, and the quality of the composition of the five types of compositions is analyzed and compared from two angles.
We compared the difference in the quality of the composition with the output hypothesis, and the questionnaire of the learners and teachers to find out whether there is a difference between the differences in the difference in the quality of the composition with the output hypothesis. In addition, a senior Chinese class in the 2013 spring season of the College of foreign Chinese education of Peking University has done these five kinds. After the composition, 18 questionnaires were filled in. The subjects of the teacher's questionnaire were 23 teachers from the College of foreign Chinese education at Peking University. They taught intermediate Chinese, advanced Chinese or writing class.
From the results of the score and text analysis, there are no language requirements, questions, and content requirements, which will affect the quality of the students' composition: only when the topic is written by the students, the diversity of the words and expressions is the lowest; the addition of content on the basis of a subject will reduce the level of the composition of the composition; only when the language is required, Students write the lowest degree of accuracy and consistency; adding language requirements on the basis of subject matter and content requirements will increase the vocabulary complexity (including the diversity of words and words) and reduce the degree of cohesion (referring to the use of the referential relationship). The word complexity (including word type diversity and word superiority) is higher.
The questionnaire is in accordance with the results of the analysis of the quality of the composition by using the output hypothesis: compared with the setting of the title and the content requirements, the writing practice sets the language requirements, which can help the learners to learn the language better.
Through further discussion of the above research results, we put forward some suggestions on how to choose writing exercises in teaching, especially for the use of C (topic, language requirement, content requirement). On the basis of the above suggestions, we also discuss how to write the writing in the textbook. Practice.

【学位授予单位】：北京大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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