认知任务复杂性和在线计划对第二语言学习者的论证性写作的影响
Ting Sophia Xu1,2, Lawrence Jun Zhang2
1School of Literature and Media, Dongguan University of Technology, Dongguan, China.
Frontiers in psychology
|September 4, 2023
概括
在写作任务中增加任务复杂性会对中国L2学生的功能充分性和语法复杂性产生负面影响,支持有限的认知能力理论. 准确性和流性没有受到影响.
科学领域:
- 获得第二语言的学习.
- 认知语言学 认知语言学
- 写作研究 写作研究
背景情况:
- 斯基汉的有限注意力容量模型 (LACM) 和罗宾逊的认知假设等理论框架表明,认知负载会影响L2写作.
- 了解任务复杂性如何影响写作表现对于教学应用至关重要.
研究的目的:
- 调查认知任务复杂性对语法复杂性,词汇复杂性,准确性,流性和中国L2论证写作中的功能性充分性的影响.
- 在线规划条件下检查任务复杂性和写作性能之间的相互作用.
主要方法:
- 68名中国大学生完成了两项不同复杂度的论证性写作任务 (论证元素的存在).
- 分析的重点是语法复杂性 (例如,服从,阐述),词汇复杂性,准确性,流性和功能性充分性 (内容,组织).
主要成果:
- 增加的任务复杂性导致了下属性下降和增加的短语阐述.
- 没有观察到准确性或流性的显著变化.
- 功能性充分性 (内容,组织,整体得分) 随着任务复杂度的提高而显著下降.
结论:
- 认知任务的复杂性对中文L2写作中的语法复杂性和功能性充分性产生负面影响,支持有限的注意力和执行能力模型.
- 这些发现突出了语法复杂性和功能性充分性之间的权衡,表明L2学习者面临的认知资源分配挑战.
- 这意味着在L2写作指令中仔细考虑任务设计,以平衡复杂性和性能.
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