[1]王凯岳,徐方.任务复杂度和工作记忆容量对二语写作表现的影响——学习者情感因素的作用[J].青岛远洋船员职业学院学报,2023,44(1):50-55.
　WANG Kaiyue,XU Fang.The Effects of Task Complexity and Working Memory Capacity on EFL Learners’ Written Performance——the Importance of Affective Factors[J].Journal of Qingdao Ocean Shipping Mariners College,2023,44(1):50-55.
点击复制

任务复杂度和工作记忆容量对二语写作表现的影响——学习者情感因素的作用()
分享到：

《青岛远洋船员职业学院学报》[ISSN:2095-3747/CN:37-1489/U]

卷:
44
期数:
2023年1期
页码:
50-55
栏目:
航海（高职）教育
出版日期:
2023-03-20

文章信息/Info

Title:
The Effects of Task Complexity and Working Memory Capacity on EFL Learners’ Written Performance——the Importance of Affective Factors
文章编号:
2095-3747（2023）-01-0050-06
作者:
王凯岳; 徐方
青岛科技大学，山东 青岛266100
Author(s):
WANG Kai—yue; XU Fang
Qingdao University of Science and Technology, Qingdao266100, China
关键词:
任务复杂度; 工作记忆容量; 情感因素; 写作表现
Keywords:
task complexity;  working memory capacity;  emotional factors;  writing performance
分类号:
H319
文献标志码:
A
摘要:
二语写作受诸多因素的影响，其中包括任务因素和学习者因素。任务复杂度是一项重要的认知因素，其相关研究大多以“认知假说”和“竞争假说”为理论指导。由于对注意力资源分配的理解不同，两者对任务复杂度对语言产出的影响做出了不同的预设。写作涉及到多个过程相互作用，会对有限的工作记忆容量造成压力，其运行情况会影响写作的质量。除此之外，二语写作的动机、焦虑和自信心等也是影响二语写作表现的情感因子。事实上，任务因素和学习者因素可以相互结合，为二语写作任务提供多元化的指导。本文探讨了任务复杂度、工作记忆容量以及学习者情感因素
Abstract:
EFL learners’ written is influenced by many factors, including task factor and learner factor. Task complexity is an important cognitive factor, and its related studies are mostly theoretically guided by the"cognitive hypothesis" and the "competitive hypothesis". Due to the different understanding of attentional resource allocation, the two make different presets about the impact of task complexity on language output. Writing involves multiple processes interacting with each other, stressing the limited working memory capacity, and its performance affects the quality of the writing. In addition, the motivation, anxiety and self-confidence of language writing are also the emotional factors that affect the performance of language writing. Indeed, task and learner factors can be combined to provide diverse guidance for dyolingual writing tasks. This paper explores the effects of task complexity, working memory capacity, and learner emotional factors on EFL learners’ written performance.

参考文献/References:

[1]Arnold, A. Affect in Language Learning[A]. Beijing:Foreign Language Teaching and Research Press, 2000.
[2]Baddeley, A. Working Memory[M]. Oxford: Oxford University Press, 1986.
[3]Baddeley, A. Working memory and language: An overview[J]. Journal of Communication Disorders, 2003, 36(3): 189-208.
[4]Bandura, A. Self-efficacy: toward a unifying theory of behavioral change[J]. Psychological Review, 1977,(84): 191-215.
[5]Brown, H. D. Principles of Language Learning and Teaching[A]. Beijing: Foreign Language Teaching and Research Press, 2002.
[6]Daneman, M. & P. A. Carpenter. Individual difference in working memory and reading[J]. Journal of Verbal Learning & Verbal Behavior, 1980, 19(4): 450-466.
[7]Dulay, H., & M, Burt. Remarks on Creativity in Language Acquisition[M]. New York: Regents, 1977.
[8]Grundy. J. G & K. Timmer. Bilingualism and Working Memory Capacity: A Comprehensive Meta-analysis[J]. Second Language Research, 2017, 33(3): 325-340.
[9]Krashen, S. Principles and Practice in Second Language Acquisition[M]. Oxford: Pergamon Press, 1982.
[10]Kellogg, R. A Model of Working Memory in Writing[A]. In C. M. Levy & S. Ransdell (eds). The Science of Writing: Theories, Methods, Individual Differences and Applications[C]. Mahwah, NJ:Lawrence Erlbaum, 1996.
[11]Robinson, P. Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA[A]. In P. Robinson (ed). Cognition and Second Language Instruction[C]. New York: Cambridge University Press, 2001a: 287-318.
[12]Robinson, P. Task complexity, task difficulty, and task production: Exploring interactions in a componential framework[J]. Applied Linguistics, 2001b(22): 27-57.
[13]Spaulding, C. L. Motivation in the classroom[M]. The United States: McGraw-Hill, 1992.
[14]Sucuoglu, E. Analysis of Motivational Strategies Used by English Language Teachers Teaching at Secondary Schools[J]. Procedia Computer Science, 2017,(6): 120-123.
[15]Swain, M., & Lapkin, S. Interaction and second language learning: Two adolescent French immersion students working together[J]. Modern Language Journal, 1998, 82:320-337.
[16]Skehan, P. A Cognition Approach to Language Learning[M]. Oxford: Oxford University Press, 1998.
[17]Skehan, P., & P, Foster. The influence of task structure and processing conditions on narrative retellings[J]. Language Learning, 1999, 49(9): 93-120.
[18]Skehan, P., & P, Foster. Cognition and task[M]. In P. Robinson(ed): Cognition And Second Language Instruction[C]. Cambridge: Cambridge University Press, 2001.
[19]Zalbidea, J. One Task Fits All? The roles of task complexity, modality, and working memory capacity in L2 performance[J]. Modern Language Journal, 2017, 101(2): 335-352.
[20]靳红玉, 王同顺. 任务复杂度、工作记忆容量与二语写作表现——学习者能动性的作用[J]. 外语与外语教学, 2021,(03):102-113+150.
[21]韩亚文, 刘思. 任务复杂度和工作记忆容量对中国英语学习者书面语产出的影响[J]. 山东外语教学, 2019, 40(02): 66-75.
[22]张凯, 杨嘉琪, 陈凯泉. 学习者情感因素对英语合作学习投入的作用机理[J]. 现代外语, 2021, 44(03): 407-419.

备注/Memo

备注/Memo:
收稿日期：2022—05—13
第一作者简介：王凯岳（1997— ），女，硕士研究生
通信作者简介：徐方，女，教授, 硕士研究生导师
更新日期/Last Update: 2023-03-20