浅谈汉语教学中文本类型与任务难度的关系

The Relationship between Text Types and Task Difficulty in Chinese L2 Teaching

刘瑜(Liu Yu)

《华文学刊》 30期 (2017/12) Pp. 1-15

摘要

本研究以文本类型理论（Child，1987）为出发点，通过实验的方法，考察在汉语作为第二语言教学中，文本类型如何引起认知复杂度的差异，改变任务难度，影响学习者的表现。研究以15位以英语为母语的汉语二语学习者为研究对象，要求学习者完成两组不同话题的独白任务，分别输出事实性和评价性文本。研究发现，在事实性文本任务中，学习者的流利度、准确度和复杂度表现都比在评价性文本任务中更好。输出文本类型的改变，对于学习者的准确度和复杂度表现的影响并不显著，但流利度表现则受到显著影响。

關鍵字

文本类型理论 ； 任务难度 ； 认知复杂度

並列摘要

On the basis of Child's (1987) text typology, this study explores how text types influence cognitive complexity, task difficulty and L2 learner's performance. 15 English-speaking learners of L2 Chinese participated in the study. They were asked to complete two monologue tasks in Chinese. Task One was to produce instructive texts and Task Two evaluative texts. The findings of the study indicate that learners performed better, in terms of fluency, accuracy and complexity, when producing instructive texts than evaluative texts. Accuracy and complexity were not significantly influenced by text types, but fluency was found to be significantly associated with text types.

並列關鍵字

text typology ； task difficulty ； cognitive complexity