任务复杂度_任务难度和自我效能感对外语写作的影响_闫嵘任务复杂度_任务难度和自我效能感对外语写作的影响_闫嵘.pdfVIP

任务复杂度、任务难度和自我效能感 对外语写作的影响* 闫 嵘1 张 磊2 提要? 基于“认知假设模型”和“限制注意广度模型”，本研究采用不同复杂度写作任务作为实验材料，以 60 名英语专业学生为被试，探讨了任务复杂度、任务难度与自我效能感对外语写作的影响。研究结果表明??1? 任务复杂度与任务难度并不能等同视之，前者体现任务设计者的教育目标，后者则是外语学习者对任务的心 理感知??2?在排除目的语水平的影响后，任务复杂度对学习者总体写作成绩和语言表达的准确度、流利度、 复杂度的影响均不显著??3?任务复杂度与自我效能感对外语写作准确度具有显著交互作用，高自我效能感 水平学习者在高复杂度写作任务中语言表达的准确度不仅显著高于低复杂度任务，而且显著高于低自我效 能感水平学习者在高复杂度写作任务中的准确度。研究结论对于外语写作任务教学具有一定启示和指导意 义。 关键词? 任务复杂度? 任务难度? 自我效能? 写作水平 Abstract? Based on the“Cognition Hypothesis Model”and“Limited Attentional Capacity Model”，and through dif- ferent complex writing tasks，this study investigates the effects of task complexity，task difficulty and self-efficacy on 60 English majors EFL writing performance． The results are as follows? ?1? distinctions should be drawn between task complexity and task difficulty，for the former is manipulated by task designers for specific educational purposes， while the latter is perceived by EFL learners? ?2? with the influence of the target language ruled off，the effects of task complexity on EFL learners global writing performance，language accuracy，language fluency and language com- plexity are not significant? ?3? task complexity and self-efficacy have significant interactive effects on EFL learners writing accuracy，as the language accuracy of high self-efficacy learners in the high complex writing task is significant- ly higher than that in the low complex writing task，and is significantly higher than that of low self-efficacy learners in the high complex writing task． The results have practical implications for task-based EFL writing instruction． Key words? task complexity? task difficulty? self-efficacy? writing performance 中图分类号? H319 文献标识码? B 文章编号? 1004 － 5112?2015?01 － 0040 － 09 1． 研究背景 近年来，随着任务型教学研究的不断深入发展，任务复杂度与外语学习者语言技能的关系 成为研究热点。然而，以往相关研究主要集中在口语范畴?