论文题目：续写任务对大学英语写作中句法失误的影响研究
摘要：写作,作为最基础的语言技能之一,它能体现学生英语综合应用语言的能力。但是目前,学生的写作能力还有待提升,学生的基本功不牢,出现很多句法失误现象,如流水句、句子片段等等。针对外语写作教学中的这些问题,2016年,王初明提出“续”理论。在这一理论指导下的任务被称为“续作”。本论文旨在研究续写任务对大学英语写作的促学作用以及对句法失误的影响。在此背景下,本研究基于“续”理论,以互动-理解-协同-产出-习得为路径,采用读后续写与对比续写相结合的方式来构建一个续写课堂。通过一个学期的实验教学,旨在回答以下三个问题:（1）续写任务对大学非英语专业学生写作成绩有何影响?（2）经过一学期的续写实验后,学生对续写写作持什么样的态度?（3）续写任务能否减少大学非英语专业学生写作中的句法失误?本研究以沈阳师范大学非英语专业新生为实验对象,随机选取两个自然班,实验班32人,对照班26人,两个班级由同一位教师来授课。实验班实行读后续写和对比续写写作课,对照班进行传统写作课堂。实验持续一学期,共15周。实验第一周和最后一周进行前、后测,收集学生作文并进行句法失误统计。两个班级都进行了12次写作,其中实验班一共进行12次续写,包括6次读后续写,6次对比续写。对照班一共进行12次传统写作。两个班的写作话题相似,续写内容选自i Write中的续写题库,传统写作内容选自i Write系统大学英语四六级题库。实验班基于续写提供的前文进行写作,对照班就相似话题直接写作。实验过程中,对两个班写作中的句法失误进行定期的统计。续写结束后,在实验班进行学生对于续写的态度的调查问卷。实验结束后,采用SPSS24.0对收集到的数据进行整理与分析。通过对实验数据、问卷调查结果的分析,本研究得到如下结论:（1）续写对提高大学英语写作能力起着积极的作用;（2）被试对续写在英语教学中的使用持积极的态度。他们认为基于续写任务的写作教学巩固了他们英语学习的基础,解决了他们以往对英语写作的疑惑。同时也提高了他们对写作学习的兴趣;（3）续写任务能够有效减少学生的句法失误问题。句法失误在续写实验中刚开始猛增,但随着实验的发展,句法失误逐渐减少。因此,在未来的大学英语教学中,对于英语续写的教学应该予以重视。续写任务能够让学生将读与写结合,提升学生的英语综合水平。此外,教师也应充分利用英语课堂,引导学生进行续写任务练习,提高学习效率。
关键词：续写任务;大学英语写作;句法失误
学科专业：课程与教学论（英语）
Acknowledgments
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
1.1 Background of the study
1.2 Significance and purpose of the study
1.3 Overview of the study
Chapter2 Literature Review
2.1 The origin and development of the continuation task
2.1.1 The length approach
2.1.2 The LTUT principle
2.1.3 The xu-argument
2.2 Theoretical basis of the continuation task
2.2.1 The input hypothesis
2.2.2 The output hypothesis
2.2.3 The interactive alignment hypothesis
2.3 Studies on the continuation task
2.3.1 Studies on the continuation task abroad
2.3.2 Studies on the continuation task at home
2.4 Studies on syntactic errors
2.4.1 Classification of syntactic errors
2.4.2 Studies on syntactic errors abroad
2.4.3 Studies on syntactic errors at home
Chapter3 Research Methodology
3.1 Research questions
3.2 Research design
3.2.1 Subjects
3.2.2 Instruments
3.2.3 Procedure
3.2.4 Data collection
Chapter 4 Results and Discussion
4.1 Results and discussions of writing tests
4.1.1 Comparison of scores in the pre-test between the experimental class and control class
4.1.2 Comparison of scores in the pre-test and post-test of the control class
4.1.3 Comparison of scores in the pre-test and post-test of the experimental class
4.1.4 Comparison of scores in the post-test between the experimental class and control class
4.2 Results and discussions of the questionnaires
4.2.1 Pilot study of the questionnaires
4.2.2 Reliability of the questionnaires
4.2.3 Results and discussions of questions in the questionnaire
4.3 Results and discussions of syntactic errors
4.3.1 Comparison of syntactic errors in the Pre-test between the experimental class and control class
4.3.2 Comparison of syntactic errors in the post-test between the experimental class and control class
4.3.3 Comparison of syntactic errors in the pre-test and the post-test of the control class
4.3.4 Comparison of syntactic errors in the pre-test and post-test of the experimental class
4.3.5 Comparison of syntactic errors in the while-writing process of the experiment
Chapter5 Conclusion
5.1 Main findings of the study
5.1.1 Impact of the continuation task on students’writing ability
5.1.2 Impact of the continuation task on students’writing attitudes
5.1.3 Impact of the continuation task on students’syntactic errors
5.2 Pedagogical implications of the study
5.2.1 To strengthen the association between reading and writing on non-English major
5.2.2 To combine the reading-writing continuation task and comparative continuation task
5.3 Limitations of the study
5.4 Suggestions for further study
Bibliography
Appendix 1
Appendix 2 四六级写作评分标准
Appendix 3 英语续写任务调查问卷
Appendix 4
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