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对于基于源材料的学术英语写作能力,本研究尝试提出其认知心理内涵与教学干预性假设,并将写前阅读干预任务(基于阅读的概念构图)置于两种不同计算机支持性任务环境(网络交互vs.人机独立),以考察计算机支持性任务环境资源效应。针对63名中等英语水平大学生被试的对比试验结果发现:1)两种计算机支持性学习环境下的写前阅读干预任务对写作均有明显促进作用,后测作文总体质量与文章长度、内容论证、词汇丰富度等分项指标均显著高于前测作文;2)相对于人机独立学习环境,网络交互性任务环境的相对优越性并不高,二者仅在“组织结构”指标呈边缘性显著组间差异。在线任务行为分析以及后续访谈揭示:学术英语读写能力的计算机支持性任务环境效应受制于学习者对任务环境资源给养的感知与汲取,后者则与学习者个体认知、情感因素有关。
For academic English writing ability based on source material, this study attempts to put forward its cognitive psychology connotation and teaching intervention hypothesis, and put the pre-write reading intervention task (reading based conceptual composition) into two different computer-supported task environments Network interaction vs. man-machine independence) to examine the resource effects of computer-supported tasks environment. A comparison of 63 middle-school English college students tested: 1) The tasks of pre-reading reading intervention in both computer-assisted learning environments have obvious effects on writing, and the overall quality and article length of post-test composition, content argument , Lexical richness and other sub-indicators were significantly higher than the previous test; 2) relative to the human-machine learning environment, the relative superiority of the network interactive task environment is not high, only in the “organizational structure” indicators Significant marginal differences between groups. Analysis of online task behavior and follow-up interviews revealed that the computer-assisted task environment effect of academic English reading and writing was influenced by learners’ perception and acquisition of task environment resources, while the latter was related to individual cognition and emotional factors of learners.