本文从信息处理的角度出发，研讨练习频次对大学英语学习者写作的流利性、准确性和复杂性的作用，试图回答以下问题：练习频次对二语写作是否有积极地作用？最佳的练习频次是多少？练习频次对写作的作用是否能迁移到新的写作中？学生对这种多频次的写作练习持有怎样的态度？
1 Introduction引言
1.1 Research background探讨背景
频率是第二语言习得领域的一个重要问题。但是，频率的作用，英语论文，英语论文，在过去的几十年中一直被忽视。一些基于使用的语言习得理论，如频率的作用和联结被重视，近年来，在第二语言习得中的频率效应已经恢复了它的普及。Frequency is an important issue in the field of second language acquisition. However,the effect of frequency has been neglected in the past several decades. With some usage-basedtheories of language acquisition, such as frequency effects and Connectionism being takenseriously in recent years, effect of frequency in second language acquisition has regained itspopularity. But there is essential difference between the new research about effect offrequency and the previous one, because the new research is based on achievement of manynew subjects. No matter from Psycholinguistics to Corpus Linguistics, or from CognitiveScience to Computer Simulation Science, results show that frequency plays an important rolein the process of human’s language learning.Frequency is regarded as an important notion of stimulus-response theory when theBehaviorism is prevalent (Skinner, 1969). The more frequently a language unit appears, theeasier it can be acquired. The language acquisition is finished by learners who constantlycontact language material and accumulate experience, and finally a habit is formed.According to Longman Dictionary of Language Teaching and Applied Linguistics (Richardset al., 2017), frequency is the number of occurrences of a linguistic item in a text or corpus;therefore, frequency can also be termed as frequency of occurrence of repetition of words inthe texts. This definition just emphases one aspect of frequency, that is distribution frequencyof language. Actually, frequency also refers to the experience that individual contact languagewhich we call task frequency. Task frequency and distribution frequency can be related.Because forms that appear in the input more often will be practiced more often (Harrington &Dennis, 2017). The thesis will focuses on the effect of task frequency in language learning.The new interpretation of Frequency in Second Language Acquisition is represented byEllis (2017). The summary of his main points are as follows: Firstly, usage-based theorieshold that the acquisition of language is based on exemplars. The language acquisition is thepiecemeal learning of many thousands of constructions and the frequency-based abstraction ofregularities within them (Ellis, 2017). Proficient usage of linguistic knowledge doesn’t rely onthe abstract grammatical rules, but on the memory of many exemplars that appear in our mind.Secondly, he believes that language learning is associative learning. Language learning is theprocess in which the relationship between every language element used at the same time isgradually strengthened. Rules of language, at all levels of analysis, are structural regularitiesthat emerge from learners’ lifetime analysis of the distributional characteristics of thelanguage input. Finally, Ellis emphasizes the effect of task frequency. The key point oflanguage acquisition is to establish the relationship between the language forms and functions,while the task frequency is the key point to strengthen this relationship. Language learningskills need thousands of practice as other skills, but not just rely on learning declarativeknowledge.In a word, |
