陈颖;邓倩倩;刘瑶瑶;

• 1:中国海洋大学外国语学院

摘要(Abstract)：

在任务中为学生提供输入材料或源文是综合写作区别于独立写作最显著的特征。然而,国内综合写作研究鲜有关注学生对源文的借用情况以及作文分数的预测因素。本文从文本借用和内容借用方面探讨了37名英语专业三年级学生在二语综合写作中源文借用的特征及其对作文成绩的预测力。结果发现:(1)整体而言,学生普遍借用源文文本,其中完全复制使用最多,接近释义Ⅰ和接近释义Ⅱ使用相对较少;(2)学生能够辨别源文内容的重要性程度,并且较多借用重要性高的内容;(3)在观点迥异的两篇源文材料之间,学生倾向于借用与自己观点一致的源文内容来支撑自己的观点。(4)源文借用特征对作文分数有显著的预测作用,可解释作文分数50.6%的变异。其中,内容借用的重要性对作文分数的贡献最大,可解释作文分数16.1%的变异。

关键词(KeyWords)： 二语综合写作;源文借用;文本借用;内容借用;预测力

Abstract:

Keywords:

基金项目(Foundation): 山东省社会科学规划研究项目“多模态交际环境下大学生英语综合写作能力评估研究”(13DWXZ02);; 中国海洋大学基本科研业务费单列专项基金(201564036)

作者(Author): 陈颖;邓倩倩;刘瑶瑶;

Email:

DOI: 10.16497/j.cnki.1672-335x.2016.04.018

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• (1)弗莱士-金凯德年级水平按美国中小学年级水平评定阅读材料的难度,共分12级。级别越高表示材料越难理解。
• (2)本文所分析的37篇作文的平均长度为380.7个单词,标准差为83.06。篇幅最短的作文有295词,篇幅最长的有639词。

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