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1、Mf A STUDY ON EFFECTS OF CLT-BASED INSTRUCTIONAL APPROACH ON COLLEGE WRITING PERFORMANCE By Shu Jinping Under the supervision of Associate Professor Zhang Hongxia A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts to the School of Foreign Studies Anhui Uni
2、versity May 2016 独创性声明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的 研究成果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其 他人已经发表或撰写过的研究成果，也不包含为获得安徽大学或其他教育机 构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献 均已在论文中作了明确的说明并表示谢意。 学 位 论 文 作 者 签 名 ： 签 字 日 期 ： 年 / 月； 日 学位论文版权使用授权书 本学位论文作者完全了解安徽大学有关保留、使用学位论文的规定， 有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和 借阅
3、。本人授权安徽大学可以将学位论文的全部或部分内容编入有关数据库 进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。 (保密的学位论文在解密后适用本授权书 ） 导师签名 : Uu% 签字日期： Joib年月 日 工作单位： 电话： 学位论文作者签名： 签字日期： 4 年 /*月； 日 Acknowledgments I would like to express my heartfelt gratitude to those who have rendered me great assistance for the completion of the dissertation. A
4、bove all, I would like to give my sincere gratitude to my supervisor, Associate Prof. Zhang Hongxia. With her patient guidance and solid support, I completed this dissertation. Not only did she offer me knowledgeable guidance and perceptive comments, but also she provided me with invaluable and rare
5、 reference resources, without which this thesis would never have been possible. Besides, I was deeply affected by her inspiring ideas, comprehensive knowledge and rigorous attitude in my dissertation writing and my three academic years. In addition, many learned professors in our department have bro
6、adened my horizon in academic studies and enlarged my knowledge of literature and literary criticism during the past three years. Therefore, my thanks would go to Prof. Zhu Yue, Prof. Hu Jian, Prof. Zhan Quanwang, Prof. Zhu Xiaomei, other teachers for their inspiring lectures and earnest instruction
7、s. Last but not least, I am gratefiil for the love and encouragement from my parents, who always support me when I am pursuing my academic goals, give me comfort when I feel frustrated, and back me up when I stride forward to my future. Abstract English writing, as one of the basic skills that Engli
8、sh learners have to master, plays an important and indispensable role in the process of English learning and teaching. Besides, as an integrated skill, English writing displays learners9 level of competence in using English. However, the fact is that English writing has been considered the weakest s
9、kill of Chinese college learners of English. Although the number of studies on learning and teaching English writing in China are on the rise, English writing is still the stumbling block on the road of improving English learning and teaching. Bom in the 1980s, the cognitive-load theory (CLT) aims t
10、o explore and solve problems in learning from the perspective of allocating cognitive resources. The theory has made great contributions to some leaming-as-a-focus fields of study, such as cognitive psychology, educational psychology and educational technology. CLT has been tested and applied in stu
11、dies on English learning and English writing, but few of the studies, especially the empirical ones, have touched on the area of teaching English writing. Driven by this gap， the present study intends to examine the effects of adopting the CLT-based approach to teaching English writing to Chinese co
12、llege learners as compared with applying the traditional approach. Hence, we raise two research questions: 1. Will the CLT-based instructional approach has any demonstrable effects on college students， English writing performance? If it does, which dimensions of students9 writing performance will th
13、e approach affect more? 2. What attitudes will students take towards the CLT-based instructional approach? To answer the research questions, 68 non-English majors, who had just finished their first year of English study at Anhui Foreign College, were chosen for the instruction research. Research ins
14、truments included two writing tests, a questionnaire, and an interview. Based on the quantitative and qualitative analyses of the data generated, the major findings are reported as follows: 1. The CLT-based instructional approach has demonstrable eflFects on improving college students9 writing perfo
15、rmance. There were more gains in the dimensions of organization (p=.000) and content (p=.001) in students9 writing than in the dimension of vocabulary (p=.124 ). 2. College students generally take a positive attitude towards the CLT-based instructional approach. Based on the above study and results,
16、 potential theoretical and practical implications are discussed, major limitations are pointed out, and specific suggestions are also put forward for future studies. Key words: college English writing; cognitive load theory; CLT-based instructional approach; working memory 摘要 英语写作作为学习者必须掌握的基本技能，在英语学
17、习过程中有着特别重要 和不可替代的作用。此外，作为基本技能之一，写作在一定程度上最能反映出学 生运用语言的综合能力。但是目前在我国，英语写作一直是大学生学习英语的一 个较为薄弱环节。尽管近年来国内有关英语写作的研宄呈上升趋势，但英语写作 仍然是学习英语的一个绊脚石。 认知负荷理论诞生于上个世纪八十年代，主要从资源分配的角度来考察学习 和解决问题，对以学习为焦点的研究领域作出了巨大贡献，广泛应用于认知心理 学、教育心理学、教育技术等学习和科技领域，国内外已有将认知 负荷理论用于 英语写作教学的研究，但是从教学方法这一角度出发来研宄认知负荷理论对英语 写作的影响为数不多，尤其是相关的实证研宄。因此
18、，本研究基于认知负荷理论， 探讨两种不同的教学方法对大学英语写作的影响，一种是基于认知负荷理论的教 学方法，一种是传统的教学方法，并提出以下研宄问题： 1. 基于认知负荷理论的教学方法是否会对大学生英语写作有显著影响？如 果有，哪些方面体现地更明显？ 2. 大学生对基于认知负荷理论的教学方法的态度如何？ 本研宄选用安徽外国语学院 68 位刚完成大学一年级学习任务非英语专业班 级的学生为研宄对象 ，研宄工具包括写作测试、问卷和采访，采用定量与定性相 结合的分析方法对实验结果进行分析并最终获得了以下主要研究成果： 1. 基于认知负荷理论的教学方法对大学英语写作有显著影响；内容和结构 方面的写作水平
19、提高尤为突出，而词汇方面的效果不是特别明显。 2. 大学生总体上对基于认知负荷理论的教学方法持有积极的态度。 基于以上研究，文章讨论了理论上和实践上的几点启示，指出了本研宄的局 限性和不足之处，并对以后的研宄提出一些建议和意见。 关键词：大学英语写作；认知负荷理论；以认知负荷理论为基础的教学方法；工 作记忆 Contents Acknowledgments . i Abstract . ii 摘要 . iv Contents . v Chapter 1 Introduction . 1 LI Research Background . 1 1.2 Purpose and Research Qu
20、estions . 2 1.3 Significance of the Study . 3 1.4 Organization of the Thesis . 4 Chapter 2 Literature Review . 5 2.1 Cognitive Load Theory . 5 2.1.1 Working Memory and Long-term Memory . 6 2.1.2 Definition and Classification of Cognitive Load . 9 2.1.3 Cognitive Load Theory and Its Implications . 11
21、 2.2 English Writing . 13 2.2.1 Major Models of English Writing . 13 2.2.2 Main Approaches to English Writing . 17 2.3 Studies on Cognitive Load in English Writing . 19 2.3.1 The Cognitive Process of English Writing . 20 23.2 Factors Affecting Cognitive Load in English Writing . 21 2.4 Previous Stud
22、ies on English Writing Abroad and Home . 23 Chapter 3 Methodology . 24 3.1 Research Design . 24 3.2 Subjects. 25 3.3 Instruments . 25 3.3.1 Pre-test and Post-test . 26 33.2 Questionnaire . . . -27 3.3.3 Interview. . 27 3.4 Data Collection . 28 3.5 Data Analysis. . .29 Chapter 4 Results and Discussio
23、n . 31 4.1 Students5 Writing performance on Pre-test and Post-test . 31 4.1.1 Pre-test Performance . . 31 4.1.2 Post-test Performance . 32 4.2 Students9 Attitudes Towards the CLT-based Instruction . 34 4.2.1 Questionnaire Results . 34 4.2.2 Interview Results . 36 Chapter 5 Conclusion . 39 5.1 Main F
24、indings . 39 5.1.1 Students1 Writing Performance . . . 39 5.1.2 Students9 Attitudes Towards the CLT-based Instruction . 41 5.1.3 Summary. . . 43 5.2 Implications . 44 5.2.1 Theoretical Implications . . . 44 5.2.2 Pedagogical Implications . .45 5.3 Limitations of the Present Study . 47 5.4 Suggestion
25、s for Future Study. 48 References . 49 Appendix A . 53 Appendix B . 54 Appendix C . 55 Appendix D . 56 Publications . 57 Chapter 1 Introduction 1.1 Research Background Compared with listening, speaking and reading, writing has been regarded as one of the most difficult and comprehensive tasks in for
26、eign language learning. Students are involved in writing classes every week and many writing tasks are distributed to them every semester. However, from the previous studies, it is not difficult to draw the conclusion that students have not acquired the degree of writing performance expected of them
27、. Hence, it is of paramount importance and emergency to improve the writing proficiency of college students, especially of non-English majors in recent years. Not only do teachers and students try their best to grasp this kind of skill, but also researchers do research on how to improve the writing
28、performance of language learners (Qin, 2006: 55-56). Efforts have been made to determine what factor has contributed to improving the English writing performance. Thus far, studies have been made and results have been obtained from different aspects. However, few studies investigate the effects of i
29、nstructional approach on learners5 writing performance, especially the empirical ones, except the study of Cai Yanlin (2012). However, the objects of her study are restricted to the students with higher English level, not including students with lower English level. So, it is of great necessity to s
30、tudy the effectiveness of instructional approach on low-level students writing performance. As a learning and instruction theory, the cognitive load theory was put forward first by Sweller in 1990s. This theory has been applied in many fields, especially in the instructional design field and has bee
31、n developed from its structure to its measurement. On the basis of previous studies, it is widely acknowledged that human memory contains two parts, namely, short-term memory or working memory and long-term memory. The working memory is limited in its capacity while the long term memory is not. Due
32、to the limited capacity of working memory, learners will suffer cognitive load when processing learning materials. Besides, during the process, cognitive load can be divided into three types, the intrinsic load, the extraneous load and the germane load. The intrinsic load is unchangeable for the sam
33、e learning material, while the germane load can be increased due to the automation of exited schema. The schema of information will become increasingly automated through its frequent application in daily practice and finally will be stored in the long term memory, which means the process of dealing
34、with information will cost less and less working memory. In daily practice, it is believed that the instructor should try his or her best to reduce learners9 extraneous load and increase the germane load with the purpose of improving learning efficiency. Van Patten claimed that the processing of lan
35、guage is in need of a large number of cognitive resources and that learners should pay attention to content first. Only when the processing of content is automated will learners pay attention to the language form (Cao & Liu, 2010: 55). Hence, it is of great necessity for both teachers and learners to understand the mechanism of processing of language and utilize the writing process, which will be beneficial to learners and their learning. Whafs more, writing process is largely affected by the instructional approach, which is a