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作者根据Robinson的认知假说理论探讨任务认知复杂度和语言产出的关系,通过单因素方差分析表明不同任务复杂度对任务的产出的流利性、准确性和复杂性产生不同的影响。任务复杂度沿着资源指向维度此时此地/彼时彼地增加,复杂任务的准确性和词汇多样性都发生显著性变化,而流利性和句法多样性没有达到显著度。这基本证明Robinson理论在中国大学英语学习者环境的适用性。
According to the theory of Robinson’s cognitive hypothesis, the author explores the relationship between the complexity of task cognition and language output. Through one-way analysis of variance, it shows that different task complexity has different effects on the fluentness, accuracy and complexity of task output. The complexity of tasks along the resource-oriented dimension increases here and now, the accuracy of complex tasks and vocabulary diversity change significantly, while the fluency and syntax diversity do not reach salience. This basically proves the applicability of Robinson theory to the college English learner environment in China.