语言和认知技能对L2写作质量的同时和纵向贡献
Aiping Zhao1, Fangzhu Chen1, Xiang Li1,2
1School of Foreign Languages and Literature, Shandong University, Jinan 250100, China.
Journal of Intelligence
|January 27, 2026
概括
这项研究表明,推断和特定的语言技能显著影响高中学生的第二语言 (L2) 写作质量. 针对特定年级的技能支持更好的英语写作发展.
科学领域:
- 应用语言学 应用语言学
- 教育心理学教育心理学
- 认知科学 认知科学
背景情况:
- 第二语言 (L2) 写作研究往往忽视了诸如推断等更高阶的认知技能.
- 现有的研究主要集中在L2写作的语言方面.
研究的目的:
- 研究语言技能和推断对L2英语写作质量的并发和纵向影响.
- 检查词汇,语法知识和形态意识如何影响写作发展.
- 为了确定L2写作质量的等级特定预测因素.
主要方法:
- 纵向研究设计,涉及135名中国高中英语学习者.
- 在第10年级和第11年级对语言技能,推断和写作质量的评估.
- 回归分析用于确定变量之间的预测关系.
主要成果:
- 在第10年级,词汇,语法知识和推理能力预测了写作质量.
- 在11年级,形态意识,语法知识和推断是重要的预测因素.
- 10年级的形态意识独特地预测了11年级的写作质量,控制了以前的写作能力.
结论:
- 推理在L2写作发展中起着至关重要的作用.
- 语言技能对L2写作质量的影响在各个学业年级之间有所不同.
- 教育干预应侧重于特定年级的语言和认知技能,以增强L2写作.
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