本研究在大学英语课堂进行了为期一学年的课堂教学实验,探究协作写作对我国大学英语学习者二语发展的影响?二语发展表现为语言复杂性?准确性和流利性的变化?结果显示:1)一学年的大学英语学习使学生的二语 得到了不均衡发展?表现为语言准确性和流利性显著提高,但在复杂性方面,仅词汇复杂度这个维度显著提高?2)协作写作在促进二语发展上没有显著优势?研究进而提出教师要重视学习者训练以及加强任务监控和指导的建议?

The study investigated the effects of collaborative writing (CW) on L2 development. Sixty-nine first year students in two intact classes were assigned to two groups: experimental group (n=34) and control group (n=35). In the experimental group, writing tasks were carried out in pairs; in the control group, the tasks were carried out individually. The study lasted one academic year and involved a pre- and post-test. The performances of the two groups were compared on linguistic measures of complexity, fluency and accuracy. Results showed that the language accuracy and fluency of all students significantly increased. In terms of complexity, only vocabulary sophistication improved significantly, while the lexical variation, lexical density, and syntactic complexity didn’t change significantly. In addition, the experimental group did not perform significantly better than the control group in all the aspects, suggesting CW did not have obvious advantage over traditional individual writing in promoting L2 development. The implications for carrying out CW are discussed and limitations and directions for further research are presented.