二语写作任务与语言表现 英文【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

二语写作任务与语言表现 英文PDF格式电子书版下载

注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具

Chapter 1　Introduction1

1.1 Research orientation1

1.2　Definition of the terms2

1.3　Rationale of the study5

1.4　Research questions11

1.5　Organization of the thesis13

Notes to Chapter 115

Chapter 2　Theoretical Models of Language Production16

2.1　The L1 production model and its application17

2.1.1　Levelt's speech production model18

2.1.2 Issues in adopting Levelt's model for bilingual speech production23

2.2　L1 writing process models25

2.2.1 Flower ＆ Hayes's cognitive model of writing26

2.2.2 The two-process model29

2.2.3 Kellogg's working memory model of writing33

2.3 L2 writing models and the relevant research37

2.3.1 Zimmermann's formulating model of L2 writing38

2.3.2 L2 writing research and writing performance41

2.4 Summary42

Notes to Chapter 247

Chapter 3 Language Tasks and Task Related Performance48

3.1 Language tasks and task effect49

3.1.1 Theoretical perspectives of task research49

3.1.2 Task complexity51

3.1.3 Tasks and general linguistic performance53

3.1.4 Task types55

3.1.5 Task types and performance tendency57

3.2 Effect of task conditions60

3.2.1 Theoretical aspect of time conditions in language production60

3.2.2 Effect of time and planning on oral production62

3.2.3 Effect of time and planning on L2 writing67

3.2.4 Issues of planning and planning time70

3.3 Other affecting variables in language production73

3.3.1 Effect of proficiency73

3.3.2 Use of strategies75

3.4 Summary76

Notes to Chapter 380

Chapter 4 Measuring Linguistic Performance82

4.1 Fluency83

4.2 Accuracy85

4.3 Complexity88

4.3.1 Syntactic complexity89

4.3.2 Lexical complexity91

4.4 Summary92

Notes to Chapter 493

Chapter 5 Theoretical Framework and Task Analysis94

5.1 Overall structure of the framework94

5.2 Composing components99

5.2.1 The sub-processors of L2 production99

5.2.2 The working memory101

5.2.3 Monitoring102

5.3 Task component103

5.3.1 Accommodation of task component104

5.3.2 Cognitive complexity of writing tasks106

5.3.3 Linguistic demand of writing tasks109

5.3.4 Task conditions111

5.4 Writing requirements and writing performance112

5.4.1 Linguistic complexity112

5.4.2 Linguistic accuracy113

5.4.3 Linguistic fluency115

5.5 Task analyses116

5.5.1 Why those four writing tasks?117

5.5.2 Topic writing118

5.5.3 Picture writing119

5.5.4 Graph writing121

5.5.5 Summary writing122

5.5.6 A tentative ranking of the four writing tasks123

5.6 Summary and hypotheses125

Notes to Chapter 5130

Chapter 6 Method132

6.1 Design132

6.2 Participants133

6.3 Instruments135

6.4 Procedures137

6.5 Data analyses139

6.5.1 Accuracy140

6.5.2 Syntactic complexity141

6.5.3 Lexical variation142

6.5.4 Fluency143

6.5.5 Statistical analysis143

6.5.6 Qualitative analysis144

6.6 Summary145

Notes to Chapter 6145

Chapter 7 Results and Analyses148

7.1 Quantitative results149

7.1.1 General effects149

7.1.2 Accuracy150

7.1.3 Syntactic complexity154

7.1.4 Lexical variation157

7.1.5 Fluency160

7.2 Time effect163

7.3 Effect of proficiency166

7.4 Qualitative results of task performance169

7.4.1 TW169

7.4.2 PW171

7.4.3 GW172

7.4.4 SW175

7.5 Inter-rating and intra-rating analyses178

7.5.1 Inter-rating analysis179

7.5.2 Intra-rating analysis181

7.6 Summary182

Notes to Chapter 7183

Chapter 8 Discussion186

8.1 Major findings186

8.2 Task performance and measurements188

8.2.1 Linguistic accuracy189

8.2.2 Syntactic complexity191

8.2.3 Lexical variation193

8.2.4 Linguistic fluency195

8.3 Writing tasks revisited198

8.3.1 TW198

8.3.2 PW202

8.3.3 GW204

8.3.4 SW206

8.4 Theoretical framework revisited208

8.4.1 Major components of L2 writing process208

8.4.2 Conceptual demand vs.linguistic demand211

8.4.3 Linear or recursive213

8.4.4 Time effect and working memory216

8.4.5 Use of strategies218

8.5 Summary220

Notes to Chapter 8222

Chapter 9 Conclusions and Implications224

9.1 Summary of the study224

9.2 Pedagogical implications227

9.3 Limitations and future studies230

References233

Appendices254

List of Figures20

Figure 1 Levelt's speech production model(Levelt 1989:9)20

Figure 2 Flower ＆ Hayes's process model of composing(From Hayes et al 1987:186)28

Figure 3 Kellogg's model of working memory to writing(Kellogg 1996:59)34

Figure 4 Zimmermann's formulating model of L2 writing(Zimmermann 1997:63)40

Figure 5 A tentative structure of L2 writing process97

List of Tables149

Table 1 Summary of effect of all factors(SPSS)149

Table 2 Task effect on accuracy150

Table 3 Post hoc test on the accuracy measure:EFS/S(SPSS)152

Table 4 Post hoc test on the accuracy measure:E/T152

Table 5 Post hoc test on the accuracy measure:E/W153

Table 6 Task effect on syntactic complexity154

Table 7 Post hoc test on the syntactic complexity measure:S/T155

Table 8 Post hoc test on the syntactic complexity measure:W/T155

Table 9 Task effect on lexical variation157

Table 10 Post hoc test on the lexical variation measure:t/t158

Table 11 Post hoc test on the lexical variation measure:t/？158

Table 12 Task effect on fluency161

Table 13 Post hoc test on the fluency measure:length162

Table 14 Post hoc test on the fluency measure:R/W162

Table 15 Time effect on the nine dependent variables(t-test)164

Table 16 Effect of proficiency on the nine dependent variables(t-test)167

List of appendices254

Appendix Ⅰ Writing instruments254

Appendix Ⅱ A coding sample258

Appendix Ⅲ 2-way interaction charts(time by proficiency)259

Appendix Ⅳ Time effect on individual tasks(t-test)264

Appendix Ⅴ Effect of proficiency on TW(t-test)266