2021中国英语教学研讨会 (CELEA 2021)

235 / 2021-06-30 23:34:08

社会文化理论视域下英语写作中学术词汇使用效果对比研究 （A Comparative Study on the Effect of Academic Vocabulary Use in English Writing Under the Perspective of Sociocultural Theory））

社会文化理论，任务型教学模式，学术写作，学术词汇

摘要：本文基于社会文化理论(SCT)比较了中国非英语专业大学生学术英语写作中学术词汇的使用效果。采用实验法，受试为非英语专业大二学生，要求完成基于学科内容的学术论文写作。实验班实行SCT指导下的任务型教学模式，在学术小组中协作完成一系列写作任务；控制班学生独立写作过程。利用AntWordProfiler 和SPSS对学术论文写作样本（260篇）进行统计分析。结果表明：（1）学术论文成绩与学术词汇使用比率之间显著相关（p=0.031）；（2）实验班与控制班学术论文成绩的差异具有显著性（p=0.005），学术词汇使用比率的差异无统计意义（p>.05）。说明学术词汇的使用比率能够预测学术论文质量，有效提高学术论文写作成绩；学生的反思日志表明文献阅读与论文写作能够实现学术词汇的附带习得。

Abstract: This study aims at finding the effect of academic vocabulary use in second language writing from the perspective of Sociocultural Theory. The experimental method is adopted with the sophomore of non-English majors as subjects. In the experimental class, the TBLT teaching model is adopted based on Sociocultural Theory, in which the students finish a series of writing tasks in academic groups with collaboration, while the control class independently finish the academic writing task. The AntWordProfiler and SPSS are adopted to analyze the data (260 drafts). The results show that (1) There is a significant correlation between the writing grade and the ratio of academic word use (p=0.031); (2) There is a significant difference of the grades between the experimental class and the control class (p=0.005), but without significant difference in the ratio of academic word use between the two class (p=0.0549). It demonstrates the ratio of academic word use could effectively predict the writing quality. The students’ diaries state clearly that academic words could be acquired accidentally in the process of literature reading and academic writing.