影响二语写作的语言因素研究PDF|Epub|txt|kindle电子书版本网盘下载

影响二语写作的语言因素研究PDF格式电子书版下载

注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具

Part One Background1

Chapter One Introduction4

1．Need for the study6

Resolving some of the problems and inconsistent findings in L2 writing research7

Verifying some of the hypotheses related to L2 writing10

Improving the efficiency of the teaching and learning of L2 writing in China11

Summary12

2．Outline of the book13

Chapter Two An overview：L1 writing ability,L2 proficiency and L2 writing ability——a trilateral relationship14

1．Introduction14

2．The relationship between L1 writing ability and L2 writing ability14

Assumptions,findings,hypotheses and studies14

Problems,causes and solutions18

3．L1 writing ability and L2 proficiency19

4．The relationship between L2 proficiency and L2 writing ability22

Research findings and some related studies22

"L2 proficiency"and L2 writing ability22

Reading-writing relationship28

Problems and their causes31

Solutions32

5．Methodologies in L2 writing research——quantitative vs.qualitative33

6．Summary35

Part Two Theoretical Framework and Research Design37

Chapter Three The Conceptual Framework for the Study40

1．Introduction40

2．A general description of Grabe and Kaplan's(1996)model41

3．The focus of the study45

Introduction45

Competence and performance46

Comprehension and production49

Defining L2 proficiency50

Summary50

4．Systematic effects of L2 learners'linguistic variables on L2 writing51

The specific conceptual model to be tested in this study51

The effects of L1 writing ability on L2 writing ability52

Measures of writing ability——quality,fluency,and superstructure53

Comprehension and production55

5．Summary58

Chapter Four Research Design for the Quantitative Part of the Study59

1．Introduction59

2．Hypotheses59

3．Subjects60

4．Instruments62

Questionnaire63

Tests of L2 comprehension competencies(Appendix 2)63

Tests of L2 comprehension skills(Appendix 3)66

Tests of L2 production competencies(Appendix 4)66

Oral test of English speaking ability67

English writing task68

Chinese writing task68

5．Data collection69

6．Treatment of the data70

Scoring of the test papers70

Oral score70

Total score of all the subtests of L2 proficiency71

Typing all the compositions71

Composition rating procedure71

Word counting72

Scoring of superstructure72

7．Procedures for data analyses73

Introduction73

Statistical analyses with SPSS74

Reliabilities of the tests75

Structural equation modeling with STREAMS and LISREL75

Procedures for model building79

8．Summary81

Chapter Five Design for the Qualitative Part of the Study82

1．Introduction82

2．Research questions82

3．Definition of"skilled"and"unskilled"L2 student writers83

4．Subjects83

5．Procedures：data collection and analyses85

6．Summary88

Part Three Results and Analysis89

Chapter Six Results of Quantitative Part of the Study92

1．Introduction92

2．A general description of the causal model93

3．The effects of L1 writing ability on L2 writing ability96

The direct effect of L1 writing ability on L2 writing ability96

The indirect effects of L1 writing ability on L2 writing ability99

Different models of the relationships of L1 writing ability and L2 proficiency to L2 writing ability102

4．L2 production vocabulary106

5．L2 speaking ability108

6．The indirect effects of L2 comprehension variables on L2 writing ability110

L2 reading ability110

L2 listening ability114

L2 comprehension vocabulary115

L2 comprehension discourse competence118

7．L2 variables out of the model118

8．Summary120

Chapter Seven Qualitative Differences Between Skilled and Unskilled L2 Student Writers122

1．Introduction122

2．L1 writing ability122

Differences in L1 writing ability122

Transfer of writing ability from L1 to L2133

3．L2 production vocabulary competence140

Differences between the skilled and unskilled L2 student writers140

A tentative explanation for the differences in L2 vocabulary150

4．L2 speaking ability153

5．Qualitative differences in process155

6．Summary159

Part Four Conclusion161

Chapter Eight Findings,Implications,Suggestions and Conclusion164

1．Findings of the study164

2．Theoretical significance of the findings166

The use of a multi-dimensional model of L2 writing166

The need for reexamining existing theories of L2 writing168

3．Practical significance of the findings169

4．Strengths,weaknesses,and limitations of the study170

5．Suggestions for future research172

6．Conclusion173

References175

Appendices182

Appendix 1 Questionnaire for Personal Information182

Appendix 2 Tests of EFL Comprehension Competencies183

（1）EFL Recognition Vocabulary Test183

（2）EFL Recognition Grammar Test184

（3）EFL Recognition Discourse Test185

Appendix 3 Tests of EFL Comprehension Skills187

（1）Listening Comprehension Test(20 minutes)(Sample)187

（2）Reading Comprehension Test(35 minutes)(Sample)188

Appendix 4 Tests of EFL Production Competencies191

（1）EFL Production Vocabulary Test191

（2）EFL Production Grammar Test192

（3）EFL Production Discourse Test193

Appendix 5 The Reading-aloud Passage(From Heaton 1975；p.85)194

Appendix 6 Questions for EFL Oral Test195

Appendix 7 Heaton's(1975)Scheme of Measuring the Ability to Communicate Orally(p.95)196

Appendix 8 Test of Written English(TWE)Scoring Guidelines(In Chai et al．1991)197

Appendix 9 Correlation Matrix199

Appendix 10 Chinese Compositions of Subjects 1,2,3,and 4200

Appendix 11 EFL Compositions of Subjects 1,2,3,and 4202