This study investigated the impact of the xu-argument-based continuation on Chinese high school students’English syntactic complexity captured using verb-argument constructions(VACs)over an 8-week period.Participants...This study investigated the impact of the xu-argument-based continuation on Chinese high school students’English syntactic complexity captured using verb-argument constructions(VACs)over an 8-week period.Participants were two comparable groups of students:one group worked with English input texts(i.e.,E-E),while the other worked with Chinese input texts with the same content(i.e.,C-E).The results showed that over time,the E-E group exhibited a greater tendency to use a wider range of VACs,such as caused-motion constructions,attributives,passives,and phrasal verbs.At the same time,they reduced their use of simpler VACs like intransitive-motion and simple transitive constructions,especially when compared to the C-E group.This pattern was also evident in the topic-based writing during the posttest.These findings strongly support the effectiveness of xu-argument-based continuation tasks in promoting the development of L2 VAC knowledge.They suggest that tasks combining language input with output can significantly enhance learners’ability to use more sophisticated VACs.展开更多
In the past few years, the notion of task complexity has been receiving substantial attention in the field of second language acquisition. This paper explores task complexity from the cognitive perspective by analyzin...In the past few years, the notion of task complexity has been receiving substantial attention in the field of second language acquisition. This paper explores task complexity from the cognitive perspective by analyzing two studies with Skehan＇s limited capacity hypothesis and Robinson＇s cognition hypothesis. The two studies, namely You-Jin Kim＇s （2012） and Mirdamadi and Jong （2015）, explore on how linguistic complexity affects language performance. Two hypotheses, Skehan＇s limited capacity hypothesis and Robinson＇s cognition hypothesis, explain the two studies from the cognitive perspective by predicting either that increasing task complexity reduces a pool of attentional capacity during task performance or that increasing complex tasks promotes greater accuracy and complexity of speech and writing. It is suggested that language teaching, syllabus designing in particular, should be based on the basis of task complexity.展开更多
Nowadays,collaborative writing has gained much attention of many scholars.And task complexity is a crucial factor that influences second language(L2)writing.However,little research has explored how task complexity aff...Nowadays,collaborative writing has gained much attention of many scholars.And task complexity is a crucial factor that influences second language(L2)writing.However,little research has explored how task complexity affects the quality of L2 collaborative writing.This study investigates the impact of task complexity on syntactic complexity,lexical complexity,and accuracy of the second language collaborative writing.English learners(N=50)in a Chinese university were required to complete two writing tasks collaboratively:a simple task and a complex task.Through analyzing their compositions,we found that task complexity has a significant impact on syntactic complexity and high complexity writing tasks help increase the syntactic complexity of second language collaborative writing.However,task complexity has little impact on lexical complexity and accuracy.The accuracy of writing tasks is largely influenced by the task requirements.The research results may enhance the understanding of collaborative writing and task complexity and provide valuable guidance for the second language teaching.展开更多
Task-Based Language Teaching has witnessed growing interest in the impact of task complexity on Second language(L2)learners’linguistic performance.Within this field,the influence of resource-directing and resource-di...Task-Based Language Teaching has witnessed growing interest in the impact of task complexity on Second language(L2)learners’linguistic performance.Within this field,the influence of resource-directing and resource-dispersing features of cognitive task complexity has attracted much attention.Research on task complexity focuses on the influence of different task features on language learners’production in terms of linguistic complexity,accuracy,fluency and lexis.Within this field,a line of investigation that has attracted much attention is the influence of resource-directing and resource-dispersing features of cognitive task complexity.The review is helpful for better understanding of task complexity and allows to draw some preliminary pedagogical implications that may be useful for task-based syllabus design.展开更多
One novel complex of （）99mTc-salicylidene-tyrosine Schiff base was designed and synthesized, and its biodistribution was investigated. The theoretical simulation revealed that the cis- and trans-（isomers） might co...One novel complex of （）99mTc-salicylidene-tyrosine Schiff base was designed and synthesized, and its biodistribution was investigated. The theoretical simulation revealed that the cis- and trans-（isomers） might co-exist in aqueous solution. A yield higher than 90% under the optimal condition of synthesis was obtained. Good water-solubility was demonstrated. Very little uptakes in muscle, brain, heart and S-180 sarcoma, as well as very rapid blood clearance were revealed in mice. Good accumulation in bone was shown. At 1 h postinjection the bone uptake was 10.9%ID/g. At 3 and 5 h postinjection, bone-to-muscle ratios were 19.0 and 9.3, and bone-to-blood ratios were 31.6 and 28.9, respectively. The result indicates a bone imaging potency of the complex.展开更多
文摘This study investigated the impact of the xu-argument-based continuation on Chinese high school students’English syntactic complexity captured using verb-argument constructions(VACs)over an 8-week period.Participants were two comparable groups of students:one group worked with English input texts(i.e.,E-E),while the other worked with Chinese input texts with the same content(i.e.,C-E).The results showed that over time,the E-E group exhibited a greater tendency to use a wider range of VACs,such as caused-motion constructions,attributives,passives,and phrasal verbs.At the same time,they reduced their use of simpler VACs like intransitive-motion and simple transitive constructions,especially when compared to the C-E group.This pattern was also evident in the topic-based writing during the posttest.These findings strongly support the effectiveness of xu-argument-based continuation tasks in promoting the development of L2 VAC knowledge.They suggest that tasks combining language input with output can significantly enhance learners’ability to use more sophisticated VACs.
文摘In the past few years, the notion of task complexity has been receiving substantial attention in the field of second language acquisition. This paper explores task complexity from the cognitive perspective by analyzing two studies with Skehan＇s limited capacity hypothesis and Robinson＇s cognition hypothesis. The two studies, namely You-Jin Kim＇s （2012） and Mirdamadi and Jong （2015）, explore on how linguistic complexity affects language performance. Two hypotheses, Skehan＇s limited capacity hypothesis and Robinson＇s cognition hypothesis, explain the two studies from the cognitive perspective by predicting either that increasing task complexity reduces a pool of attentional capacity during task performance or that increasing complex tasks promotes greater accuracy and complexity of speech and writing. It is suggested that language teaching, syllabus designing in particular, should be based on the basis of task complexity.
文摘Nowadays,collaborative writing has gained much attention of many scholars.And task complexity is a crucial factor that influences second language(L2)writing.However,little research has explored how task complexity affects the quality of L2 collaborative writing.This study investigates the impact of task complexity on syntactic complexity,lexical complexity,and accuracy of the second language collaborative writing.English learners(N=50)in a Chinese university were required to complete two writing tasks collaboratively:a simple task and a complex task.Through analyzing their compositions,we found that task complexity has a significant impact on syntactic complexity and high complexity writing tasks help increase the syntactic complexity of second language collaborative writing.However,task complexity has little impact on lexical complexity and accuracy.The accuracy of writing tasks is largely influenced by the task requirements.The research results may enhance the understanding of collaborative writing and task complexity and provide valuable guidance for the second language teaching.
文摘Task-Based Language Teaching has witnessed growing interest in the impact of task complexity on Second language(L2)learners’linguistic performance.Within this field,the influence of resource-directing and resource-dispersing features of cognitive task complexity has attracted much attention.Research on task complexity focuses on the influence of different task features on language learners’production in terms of linguistic complexity,accuracy,fluency and lexis.Within this field,a line of investigation that has attracted much attention is the influence of resource-directing and resource-dispersing features of cognitive task complexity.The review is helpful for better understanding of task complexity and allows to draw some preliminary pedagogical implications that may be useful for task-based syllabus design.
文摘One novel complex of （）99mTc-salicylidene-tyrosine Schiff base was designed and synthesized, and its biodistribution was investigated. The theoretical simulation revealed that the cis- and trans-（isomers） might co-exist in aqueous solution. A yield higher than 90% under the optimal condition of synthesis was obtained. Good water-solubility was demonstrated. Very little uptakes in muscle, brain, heart and S-180 sarcoma, as well as very rapid blood clearance were revealed in mice. Good accumulation in bone was shown. At 1 h postinjection the bone uptake was 10.9%ID/g. At 3 and 5 h postinjection, bone-to-muscle ratios were 19.0 and 9.3, and bone-to-blood ratios were 31.6 and 28.9, respectively. The result indicates a bone imaging potency of the complex.
