在任务中为学生提供输入材料或源文是综合写作区别于独立写作最显著的特征。然而，国内综合写作研究鲜有关注学生对源文的借用情况以及作文分数的预测因素。本文从文本借用和内容借用方面探讨了37名英语专业三年级学生在二语综合写作中源文借用的特征及其对作文成绩的预测力。结果发现：（1）整体而言，学生普遍借用源文文本，其中完全复制使用最多，接近释义Ⅰ和接近释义Ⅱ使用相对较少；（2）学生能够辨别源文内容的重要性程度，并且较多借用重要性高的内容；（3）在观点迥异的两篇源文材料之间，学生倾向于借用与自己观点一致的源文内容来支撑自己的观点。（4）源文借用特征对作文分数有显著的预测作用，可解释作文分数50．6％的变异。其中，内容借用的重要性对作文分数的贡献最大，可解释作文分数16．1％的变异。%T he use of source material is w hat most distinguishes integrated w riting from independent writing .Most research on integrated writing carried out in our country ,however ,pays scarce attention to source use and its predictability .T his study investigates 37 English major juniors'use of source material in their integrated writing from two perspectives ,text borrowing and content borrowing .Both ANOVA and multiple regression analysis helped yield the following results .(1) Students tend to borrow source text and copy the source text directly from the reading materials rather than modify or reformulate the source text . (2) Participants in this study can judge the importance of the source content and use those contents w hich are of greater importance .(3) When provided with two reading materials with conflicting points of view , English majors overw helmingly borrow the contents from the reading material w hich share the same view‐point with them .(4) Source borrowing features significantly predict the score and they explain over 50%of the variance in scores on the reading‐w riting task .Among seven source borrowing features ,the impor‐tance of the content borrowed has the greatest predictability and it can explain 16 .1% of the variance in scores on the integrated task .
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