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TheEffectsofTaskTypesonChineseEFLLearners’UsageofCohesiveDevicesintheOralProduction
August,2009
Abstract
Textualcompetenceisanimportantelementtodefinealanguagelearner’sCommunicativeLanguageAbility.Toevaluatewhetherasecondlanguage(L2)learnerhasagoodcommandofasecondlanguage,oneshouldalwaysconcernthelearner’sabilitytomaintainthecohesivestateofthewholediscoursehe/sheproduces.ConcerningthisimportanceofcohesiontoL2learners,theauthordecidestocarryoutastudytoexaminetheeffectsoftasktypesonthecohesivedevicesusedbyChineselearnerswhostudyEnglishasaforeignlanguage(EFL)intheiroralproduction.Byimplementingsuchastudy,theauthorhopestofindouthowtasktypesaffecteachtypeofcohesivedevicesusedintheoralproduction.
Guidedbythetheoriesofcohesionandcohesivedevices,theauthorhasselected24ChineseEFLlearnerstoparticipateinthestudy.Bycategorizingallthecohesivedevicesusedbythe24subjectsandapplyingaseriesofPaired-SamplesTTeststoanalyzethesecategorizedcohesivedevices,theauthorhasfinallycometotwoconclusions:
(1)tasktypesdohavesignificanteffectsonChineseEFLlearners’usageofpersonalreference,substitution,ellipsis,andconjunction,and
(2)nosignificanteffectsareshownontheusageofrepetition.BasedonsuchfindingspedagogicalimplicationshavebeenmadeinthehopeofinspiringthefutureteachingoforalEnglish.
KeyWords:
tasktypes,cohesivedevices,effects,oralproduction
提要
语篇组织能力是二语学习者语言交际能力的重要组成部分。
要评价二语学习者是否已经很好地掌握了一门第二语言,其中一个必须考察的重要内容是看其是否具备保持该种语言产出语篇衔接连贯的能力。
鉴于衔接对于二语学习者的这种重要性,在此笔者把“任务类型对中国英语学习者口语衔接手段使用的影响”作为本论文的主题,并希望借此来考察任务类型对中国英语学习者各类口语衔接手段使用的具体影响和表现。
在衔接理论的指导下,笔者选取了24名中国英语学习者作为研究对象参与实验。
通过对目标样本使用的衔接手段进行总结、分类以及对分类数据进行成对样本T检验分析,笔者得出了以下两个结论:
(1)任务类型对中国英语学习者人称照应、替代、省略、以及连接这些衔接手段的使用有显著的影响;
(2)对于重复的使用,任务类型则不存在明显的影响和作用。
基于这些结论笔者提出了相应的教学建议,希望能为未来的英语口语教学带来新的启示。
关键词:
任务类型衔接手段影响口语产出
“提要”部分的写作建议
“提要”(也称摘要)部分是作者对全篇论文整体情况所做出的一个概括性说明,因此“提要”部分应该包括以下几个方面的内容:
(1)论文的主题;
(2)研究的目的;(3)研究方法;(4)主要的研究发现、结论及启示。
同时,在撰写“提要”的过程中,应该注意以下两个问题:
(1)对于中文版的论文,“提要”的排列顺序一般是:
中文提要在前,英文提要在后;而对于英语专业的论文来说,“提要”的排列顺序则是相反的:
英文提要在前,中文提要在后。
(2)由于“提要”部分是对论文整体的一个概括性说明,因此在该部分所使用的语言必须尽可能地精炼概括。
而且,中文提要与英文提要的内容必须一一对应,不能出现对应缺失的情况。
但是,中文提要与英文提要常常不是句对句的翻译,而是意义的对等。
TableofContents
Abstracti
AbstractinChineseii
ChapterOneIntroduction1
1.1Introduction1
1.2AimandObjectives1
1.3OrganizationoftheDissertation2
ChapterTwoLiteratureReview3
2.1Introduction3
2.2DefinitionandTaxonomyofTask3
2.3PreviousStudiesontheEffectsofTaskTypes3
2.3.1ForeignStudiesontheEffectsofTaskTypes3
2.3.2DomesticStudiesontheEffectsofTaskTypes4
2.4CohesionandCohesiveDevices4
2.5PreviousStudiesonCohesionandCohesiveDevices6
2.5.1ForeignStudiesonCohesionandCohesiveDevices6
2.5.2DomesticStudiesonCohesionandCohesiveDevices6
2.6Summary7
ChapterThreeResearchMethodology8
3.1Introduction8
3.2Subjects8
3.3ResearchQuestions8
3.4DataCollectionandResearchMethod8
3.5Summary9
ChapterFourResultsandDiscussion11
4.1Introduction11
4.2TheEffectsofTaskTypesonReference:
PersonalReference11
4.3TheEffectsofTaskTypesonSubstitution12
4.4TheEffectsofTaskTypesonEllipsis12
4.5TheEffectsofTaskTypesonLexicalCohesion:
Repetition13
4.6TheEffectsofTaskTypesonConjunction14
4.7Summary15
ChapterFiveConclusion16
5.1Introduction16
5.2SummaryoftheResults16
5.3PedagogicalImplications16
5.4LimitationsandSuggestions17
References18
Appendices21
AppendixA:
ASampleofTopicsUsedintheStudy21
AppendixB:
ASampleofScriptsoftheRecordedOralProduction21
ChapterOneIntroduction
1.1Introduction
StudiesontasktypeshavegainedgreatattentioninthefieldofSecondLanguageAcquisition,andthisoccurrenceismainlyduetotworeasons:
oneistheemergenceofTask-BasedSyllabusinlanguageteachinginthe1980s,andtheotheristhefindingof“noticing”behaviorincognitivepsychologyinthelate1980s(Chen&Wu,1998:
27).Fromthattimeonresearchersbegantoattachgreatimportancetothestudiesoftaskandtasktypes.
VariousstudiesontheeffectsoftaskandtasktypeshavebeenevokedsincethenbothintheforeigncountriesandinChina,andamongtheChinesestudies,themostfrequently-donestudiesarethosemainlyfocusingontheeffectsoftasktypesonvariousattributesofforeignlanguagelearners’oralproduction,namely,thedegreeofcomplexity,thedegreeofaccuracy,andthedegreeoffluency.However,alltheseattributesaregeneralaspectswhichonlyreflecttheoverallspeakingabilityofforeignlanguagelearners.StudiesonothersubdividedaspectsofEFLlearners’oralproficiency,forexamplethecohesivedevicesusedbyEFLlearners,arestillrarelydone.Fromtheperspectiveoflanguageteaching,cohesionisoneimportantelementtoconstructalearner’sCommunicativeLanguageAbility.Studieswhichconcentrateontherelationshipbetweentasktypesandcohesivedevicesusedinlearners’oralproductionareworthwhileanddeservemoreattention.Therefore,theauthorhasdecidedtocarryoutastudytoinvestigatetheeffectsoftasktypesonChineseEFLlearners’usageofcohesivedevicesintheoralproduction,withthehopeoffindingouttherelationshipbetweentasktypesandEFLlearners’usageofcohesivedevicesintheoralproduction.
1.2AimandObjectives
ThisresearchaimstofindouttheeffectsoftasktypesonChineseEFLlearners’usageofcohesivedevicesintheoralproduction.Ingeneral,theresearchhasthefollowingthreeobjectives:
(1)toexaminewhethertasktypesaffectChineseEFLlearners’usageofcohesivedevicesintheoralproduction,
(2)toinvestigatewhattheeffectsoftasktypesoneachtypeofcohesivedeviceslooklikeifcertaineffectsaretestedtoexist,and(3)todrawusefulimplicationsoforalEnglishteachingfromtheresearchoutcomesforChineseEnglishteachers.
1.3OrganizationoftheDissertation
Thewholedissertationisdividedintofivechapters.ChapterOne,isthischapterwhichservesasanoverallintroductiontotheresearchtopic.ChapterTwo,isanoverviewofthetheoriesandstudiesrelatedtotasktypes,theeffectsoftasktypes,andcohesion,aswellascohesivedevices.ChapterThree,isanelaborationofresearchmethodology,includingsubjects,researchquestions,datacollectionandsoforth.ChapterFour,isadetaileddiscussionoftheresearchresults.Finally,ChapterFive,istheconclusionwheretheresearchresultsaresummarizedandpedagogicalsuggestionsaregivenbaseduponsuchresults.
“前言”部分的写作建议
“前言”部分是论文的“引子”、“开场白”,它包括以下几个方面的内容:
(1)研究背景(ResearchBackground):
在本范文里面,作者从“任务类型的研究课题是如何开始”这一历史角度出发来展开对研究背景的讨论(参见1.1节第1段)。
(2)问题阐述(ProblemStatement):
在这一部分,范文作者开始缩小讨论的范围,以概述的方法讨论前人研究的不足,进而提出新的研究角度,即论文研究的课题(参见1.1节第2段)。
(3)研究目的(ResearchAims/Objectives):
在该部分,范文作者用分点叙述的方式来说明本论文的研究目的(参见1.2节)。
(4)论文结构(OrganizationoftheDissertation):
在“前言”的最后一部分,范文作者向读者清楚交待整篇论文的结构和内容分布,从而为读者的阅读提供清晰的指引(参见1.3节)。
ChapterTwoLiteratureReview
2.1Introduction
Inordertopresentaclearpictureofthetheoreticalbackgroundandframeworkfortheresearch,theoriesandstudieswhichintensivelyconcerntasktypes,theeffectsoftasktypes,cohesionandcohesivedevicesarereviewedthoroughlyinthischapter.
2.2DefinitionandTaxonomyofTask
Tasksreferto“arangeofworkplanswhichhavetheoverallpurposeoffacilitatinglanguagelearning–fromthesimpleandbriefexercisetype,tomorecomplexandlengthyactivitiessuchasgroupproblem-solvingorsimulationsanddecisionmaking”(Breen,1987:
23).Asageneralconcept,taskhasawiderangeofclassificationsandtaxonomiessetfromdifferentperspectives(SeeBrown&Yule,1983/2000;Pattison,1987).Inthisresearchtheauthorhasusedthetaxonomyfromtheparticipantperspectiveasthecriterionoftasktypes.Accordingtothistaxonomy,taskscanbedividedintotwotypes:
monologueanddialogue,asseeninTable2-1.
Table2-1:
Tasktaxonomyfromtheparticipantperspective
Monologue
Definition:
Onlyoneparticipantspeaks.
Example:
Togiveaspeechonagiventopic
Dialogue
Definition:
Morethanoneparticipantspeakandtalkinteractively.
Example:
Todiscussandexchangeideaswithothersonacontroversialtopic
2.3PreviousStudiesontheEffectsofTaskTypes
2.3.1ForeignStudiesontheEffectsofTaskTypes
Mostofthestudiescarriedoutbyforeignscholarsregardingtheeffectsoftasktypesbelongtothreedistinctareas.Thefirstareaconcernstheeffectsoftasktypesonphoneticpropertiesinlanguagelearners’oralproduction(Chiosáin,2007:
51-62).
Thesecondareaconcernstheeffectsoftasktypesonthequalitiesoflearners’languageperformance.Itisfoundthatdifferenttasktypeshavedifferenteffectsonthedegreeoffluency,accuracy,andcomplexityoflanguagelearners’output(Ortega,1999;Robinson,2001),aswellasonthelearningorusageofgrammaticalstructuressuchasthepassivevoice,coordinatingandsubordinatingconjunctions,andpastcounterfactualconditionals(Song&Suh,2008;Qin,2008).
Finally,thethirdareaconcernstheeffectsoftasktypesonlanguagelearners’languageprocessing.Studieswithinthisscopeincludethosethatexplainhowlexicalprocessingisaffectedbytaskdemands(Dijkstra,Jaarsveld,&Brinke,1998:
51-66),thosethatfocusontherolesofmodifiedinputtaskandoutputtask(Ellis&He,1999:
285-301),andthosethatexploretheeffectsoftasksonbilingualspeakers’wordrecognitionprocess(DeGrootetal.,2002:
91-124).
2.3.2DomesticStudiesontheEffectsofTaskTypes
Differentfromtheforeignstud
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