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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-01-16编辑:hynh1021点击率:13892
论文字数:28900论文编号:org201301131910266465语种:英语 English地区:中国价格:$ 66
摘要:研究结果对大学英语教学有以下积极意义:首先,在大一大二阶段,学生的语言能力发展较快。教师应该利用这段时间,加强复杂语法结构的讲解与练习,鼓励学生在实际写作中运用正式、多样的句式。其次,教师可以采取对比分析的方法,使学生对英语写作句子特点有深刻的认识,能写出更加符合英语本族语者特点的句子。
数据分析的结果表明各指标增长并不平衡,且在不同阶段各个指标的发展趋势也不相同。与英语本族语者对比的结果表明,经过四年的学习之后中国英语专业学生在写作句法复杂性部分指标上与英语本族语者仍然存在较大差距。
Chapter One Introduction引言
1.1 Research background研究背景
近年来,一直是国际景气分析学习者的写作表现。中国的研究人员已经完成了一些英语写作与处理的研究中,他们发现,即使是先进的中国学生展示语言的功能与口语语篇(文秋芳,2003)在他们的著作中,他们往往依赖于简单的和复杂的句子(杨吁琛,1994)。马广汇(2002)中国大学生和美国大学生的著作之间的语言特点进行了对比研究。In recent years there has been an international boom in analyzing language learners'writing performance. Chinese researchers have accomplished a number of studies dealingwith L2 writing, they found that even advanced Chinese students demonstrate linguisticfeatures associated with spoken discourse in their writings (Wen Qiufang,2003) and theytend to rely on simple and complex sentence (Yang Yuchen, 1994). Ma Guanghui (2002)carried out a contrastive study on the linguistic features of writings between Chinese collegestudents and American college students. The results reveal significant differences in 9 out of67 linguistic features, which indicate large differences on writing performance.Writing is an important part of testing language competence, and it is urging to findcertain objective measures to identify and evaluate the surface linguistic structures,whichwould help language learner to be more proficient in the target language. Developmentalindex studies began in the late 1970s,guidelines/">https://www.51lunwen.org/GRE/ which aimed to identify a developmental yardstick forinvestigating global L2 proficiency (Larsen-Freeman, 1983),since a general question that isat the heart of much research in applied linguistics and second language acquisition: whatmakes a second or foreign language (L2) user,or a native speaker for that matter,a more orless proficient language user (Housen & Kuiken,2009:461)? As Wolfe-Quintero et al.(1998:3) noted,such developmental indices would determine learner's developmental levelby means of an objective assessment for examine the effect of a pedagogical treatment oneither oral or written language use and they would be served as a tool that researchers coulduse to establish and report the L2 developmental level of their research participants, ratherthan using vague terms (Larsen-Freeman, 2009:580).Since Skehan (1989) proposed a L2 model, considering syntactic complexity,togetherwith accuracy and fluency, as one of the three principal proficiency dimensions for the firsttime,syntactic complexity has been employed in lot of studies to evaluate learners’ L2performance (Wolfe-Quintero et al.l998, Ortega 2003,Qing Xiaoqing,2007,Bao gui 2009).Syntactic complexity has been recognized as an important element in L2 writing teachingand research, as the growth of a learner's syntactic competence is an integral part of his orher development in the target language. It not only used as performance descriptors for theoral and written assessment of language learners and indicators of learners' proficiencyunderlying their performance, but also been used for measuring progress in languagelearning (Housen & Kuiken,2009). Syntactic complexity manifests in L2 writing or spokendiscourses in terms of syntactic variation and sophistication, or,the range of syntacticstructures that are produced and the degree of sophistication of such structures (Ortega,2003:492). According Qin Xiaoqing's (2007) classification, the studies concerning syntacticcomplexity can be separated into five major ca本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。