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A Study Of The Written Products In Integrated Writing Task Of Independent College English Majors

Posted on:2017-08-18Degree:MasterType:Thesis
Country:ChinaCandidate:Y LiuFull Text:PDF
GTID:2335330482986145Subject:English Language and Literature
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In the field of language testing, more and more attention has been paid to students' integrated language ability. However, the tradition al text cann ot meet the end. Therefore, integrated writing task ha s been widely us ed in m ost schools and examining bodies to as sess learners writing ability. For example, in 20 05, the New TOFEL has adopted it as one of its writing as sessments. However, in domestic and abroad, few researches have been done to investigate th e aspects about integrated writing task. Therefore, the present study is of significant theore tical and practical significance.The present study, based on the theory of constructivism, aims to conduct an empirical research to explore th e discourse features generated in Eng lish majors' written products of integrated writing across different proficiency level. The participants are fifty-two English m ajor sophomores from Chongqing Nanfang Tanslators College of SISU. The discourse fe atures investigated in the research are fluency, grammatical accuracy, syntactical complexity and source language use. After analyzing students' written products, the results can be concluded as follow:1) In terms of fluency of the written products from integrated writing task, there are statistically significant differences. Participants at high pr oficiency level produce more fluent essays. To be specific, there is a big difference between essays produced by low lev el participants and oth er two lev el participants. However, the ess ays produced by intermediate level participants and high le vel participants have no significant difference.2) In term s of gramm atical accuracy of the written produ cts from integrated writing task, there are statistically significant differences. The grammatical accuracy of low level students improving when they move to the next higher level, while this is not the case in the other two groups.3) Syntactical complexity of participants' written products of integrated writing would not change across proficiency levels.4) The res ults showed statistically significant differences across th e three proficiency levels in term s of indirect so urce use. However, the analysis of direct source use and direct source use without quotations did not yield significant differences. With regard to overall source use, results showed that students with higher proficiency generally exhibited m ore source use than those with low proficiency.Based on the findings, some pedagogical implications for teachers and learners are drawn. It is hoped that the present st udy may be of som e help for the future quantitative written production research.
Keywords/Search Tags:integrated writing, fluency, grammatical accuracy, syntactical complexity, source language use
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