导　　师： 王初明

学科专业： 050211

授予学位： 硕士

作　　者： ;

机构地区： 广东外语外贸大学

摘　　要： 本文旨在检验读后续写是不是促进二语学习的有效方法。这里的读后续写指的是：阅读一篇未完的故事，并随后将它补全（王初明2012）。为了检验它的有效性，本文重点探索读后续写运用了哪些语言能力，并讨论这些能力是否有助于二语学习。 为了回答这些问题，作者设计了一个实验，通过有声思维了解学习者完成读后续写的认知过程。一共四位大学四年级英语专业的中国学生参加了实验。实验分为两个部分：培训阶段和正式实验阶段。在培训阶段，受试接受有声思维方法的相关培训；在随后进行的正式实验阶段，受试被要求用有声思维的方法续写一篇被截去结尾的有趣的英文故事。正式实验的过程被摄相机录下。最后，受试接受访问，对读后续写做出评论。 实验结果表明，从Bachman和Palmer /(2010/)的语言能力模型来看，受试在读后续写中运用了三种语言能力：语法能力，篇章能力和策略能力。语法能力表现在受试通过与阅读的前文协同，确保语言使用的正确性；篇章能力表现在受试在续写时，与前文保持连贯；策略能力表现在受试运用协同策略成功高效地完成续写。 通过对实验结果的讨论可以得知，这三种语言能力能有效促进二语学习。尽管它们在不同的方面起作用，但它们联结在一起，共同影响二语学习。具体说来，它们1）有助于二语学习过程中错误的预防和减少，2）最大化拉平效应，亦即学习效应，3）促进学习者创造性地使用语言，并增强学习者二语写作的动力和信心。这些发现也为读后续写的促学优势提供了实证依据。 This study aims to examine the validity of the continuation task as an effectiveway to facilitate L2learning. The continuation task is defined by Wang /(2012/) ascompleting a story with its ending removed. Specifically, the present study focuseson the research question—what language abilities are involved in performing thecontinuation task, and discusses whether these language abilities help in L2learning. To answer the research question, an empirical study was conducted to probe thecognitive process underlying the learner's performance of the continuation taskthrough using the think-aloud method. A total of four forth-year English majors at acollege in China were invited to participate in the study. The study consisted of twosessions: a training session, in which the participants were trained how to think aloud,followed by an experimental session, in which the participants were required to thinkaloud while writing a continuation to an interesting English story. This process wasvideotaped. Finally, they were interviewed about their evaluation of the continuationtask. Results show that the learners employed three kinds of language abilities in thecontinuation task. They are grammatical knowledge, textual knowledge and strategiccompetence in light of Bachman and Palmer's /(2010/) language ability model.Grammatical knowledge reflects in the learners' ability to ensure the accuracy oflanguage use through aligning with the preceding text. Textual knowledge manifestsitself in the ability to keep coherence. Strategic competence pertains to the use ofalignment-based strategy to successfully and efficiently complete the task. From the discussion of the results, it can be concluded that the above languageabilities facilitate L2learning. Although they function in somewhat different ways,they are interconnected and jointly affect L2learning. Specifically, they contribute to the prevention and reduction of errors in the process of L2learning, promote L2learning by maximizing alignment, assist the learners in creative use of language andenhance the learners' motivation and confidence in L2writing. These findings alsoafford evidence for the advantages of the continuation task in facilitating L2learning.

关 键 词： 读后续写 语言能力 协同 有效性 二语学习

分 类 号： [H319.3]

领　　域： [语言文字]