学术英语写作课程环境下的写前计划效应探究

研究旨在探索学术英语写作课程环境下"写前计划"对写作结果的影响及个体差异因素调节作用。在读-写融合性学术英语写作任务中,采用2×6双因素混合实验设计:自变量为写前计划行为,实验班(202人)完成概念构图写前计划,控制班(196人)无写前计划;因变量为写作结果(词汇与内容);调节变量为个体差异因素,含6个不同"语言水平/任务动机"匹配水平。T检验发现,实验班作文表层内容丰富度(字数)、深层内容丰富度(评判性思维水平)与用词难度(学术词与较低频词使用比例)显著高于控制班,词汇多样性(型符比参数D值)二者之间无显著差异,说明"基于阅读的概念构图"写前计划对内容丰富度与用词难度有显著促进作用。方差分析表明,写前计划与个体差异变量(英语水平与任务动机组合因素)的独立主效应明显,二者的显著交互效应仅限于"用词难度"这一写作表现,个体差异因素调节作用不大。该发现对学术英语写作实验教学对象选择有一定启示意义。

Exploring the Effect of Prewriting Planning in EAP Writing Course Context

The present study aims to examine the effect of prewriting planning on writing performance in EAP(English for Academic Purposes) course context and the moderating effect of individual differences.Adopting a 2×6 two-factor mixed experiment design, a reading-based academic writing task is conducted, in which the independent variable is prewriting condition-concept-mapping planning(by experimental group, N=202) vs.zero planning(by control group, N=196);dependent variable is writing performance;and two learner factors(English proficiency and task motivation) combine into a moderating variable with 6 levels.T test finds that the surface content richness(i.e.article length), deep content richness(i.e.critical thinking level) and lexical sophistication(i.e.ratio of academic words and offlist words) of experimental group are significantly higher than that of control group, and that there is no significant difference in lexical variety(D value of TTR).This finding indicates a positive effect of reading-based concept mapping prewriting planning on content richness and lexical sophistication in EAP writing.ANOVA analysis also finds significant main effects of both prewriting planning and individual differences(proficiency & task motivation) on writing results, but their interactive effect is limited to lexical sophistication, which suggests a very limited moderating effect of individual difference factors.In light of above findings, implication for the selection of potential students for EAP teaching is also mentioned.