摘要
This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)summary writing,or(3)reading comprehension.Eye-tracking data were collected during reading,measuring early(first fixation duration,first pass duration)and late(go-past time,total fixation duration)eye movements.During writing,source-text rereading was tracked via fixation counts and durations.Results showed that task type did not affect initial lexical access,as first fixation duration showed no group differences.However,both production groups exhibited significantly longer first pass durations than the reading comprehension group.Late measures revealed a gradient pattern:the continuation writing group spent significantly longer gopast time and total fixation duration than the summary writing group,which exceeded the reading comprehension group.This indicates that continuation tasks promoted deeper cognitive engagement during reading.During writing,the continuation writing group spent more time rereading the source text with higher fixation counts than the summary writing group.These findings suggest that continuation writing triggers more intensive reader-text interaction during pre-writing and enhances comprehension-production coupling through sustained attention to input during writing.This study sheds light on the cognitive mechanisms underlying the theoretical and pedagogical value of xu-argument.
本研究考察了读后续写任务对学习者加工源文本的影响。被试为75名高校英语专业学生,被随机分配至读后续写组、摘要写作组或阅读理解组。采用眼动追踪技术记录被试在阅读阶段的早期眼动指标(首次注视时间、首遍阅读时间)以及晚期眼动指标(回视路径时间、总注视时间),以及被试在写作阶段的重读行为。结果显示,任务类型未对初始词汇提取过程产生影响,各组在首次注视时间上无显著差异。然而,两个产出任务组(读后续写组与摘要写作组)的首遍阅读时间均显著长于阅读理解组。晚期眼动指标则呈现出梯度差异:读后续写组的回视路径时间与总注视时间显著长于摘要写作组,而摘要写作组又显著长于阅读理解组。这表明续写任务促进了阅读过程中更深层次的认知投入。在写作阶段,读后续写组重读源文本的时间更长、注视次数也显著多于摘要写作组。研究结果说明,读后续写任务不仅引发了写作前阶段更为紧密的读者-文本互动,还通过写作过程中对输入材料的持续关注,强化了理解与产出之间的联系。本研究从认知机制层面揭示了续写任务的理论价值与教学意义。
基金
昆明理工大学人培项目“英语作为第二语言(ESL)的写作能力动态发展研究”(RP202315)
云南省“万人计划”青年拔尖人才专项基金资助项目(YNWR-QNBJ-2019-256)的阶段性成果。
