写作长度对学生英语作文语法特征的影响研究——一个写作过程视角

Exploring the impact of writing length on the grammatical features of EFL learners’ compositions: A writing process perspective

本研究通过实验的方法探讨200 词、400 词、600 词等三种不同的写作长度对学生英语作文语法特征的影响。结果发现：写作长度对学生英语作文语法特征存在显著影响，其中400 词作文第二个200 词的语法特征在流利度、准确度和复杂度等指标上均体现出显著的优势，但这种优势在600 词作文的第三个200 词中未获得保持并进一步发展。从写作过程的角度看，学生在写作中并非稳定、连续地体现出自己的语法能力，即作文中的语法特征分布呈现出不均衡的特点。

This paper reports on an experiment which explored the impact of different writing lengths, i.e., 200/400/600 words, on the grammatical features of EFL learners' compositions. Results showed that such impact was significant. Specifically, the second 200 words of 400-word compositions demonstrated significantly better fluency, accuracy, and complexity in grammar, but this superiority did not extend to and further develop in the third 200 words of 600-word compositions. These results indicated the disequilibrium in grammatical features throughout the writing texts, which means that EFL learners might exhibit their grammatical competence in an unstable and discontinuous manner.