AIGC时代外语学科竞赛写作的语言复杂度嬗变及对教师指导模式的启示

Diachronic Changes of Linguistic Complexity in English Contest Writing in the AIGC Era: Implications for Teachers’ Models of Instructions

摘要: 在人工智能与高等教育深度融合的背景下，AIGC赋能的学科竞赛指导成为了高校创新人才培养模式的重要途径，引发了学界的广泛关注。本研究以外语学科竞赛中的写作赛项为例，通过量化统计AIGC普及前后，参赛选手写作文本的语言复杂度变化，探究AIGC对学生外语产出能力的具体影响。研究结果表明，AIGC普及后，参赛学生的写作产出中，词汇丰富度提升，短语结构的复杂度增强、信息密度增高，小句结构精简化，写作风格学术性增强。上述历时变化要求外语竞赛指导教师持续优化指导模式，在指导内容上从知识传授转向高阶思维能力训练，在指导重心上从语言技能提升转向情感技能培养，在评价策略上从单一主观评价转向人机协同评价，从而切实提升AIGC时代下学科竞赛的指导成效。

Abstract: As artificial intelligence becomes increasingly integrated into higher education, AIGC-empowered instructions for disciplinary contests have emerged as a vital approach for cultivating innovative talents in universities, sparking widespread scholarly attention. This study takes English writing contests as an example for analysis to investigate how AIGC affects students’ English productive competence. A quantitative analysis was conducted on the diachronic changes of linguistic complexity in contestants’ written output before and after the widespread application of AIGC. Results indicate that contestants’ writing exhibited increased lexical diversity, more complex phrasal structures, higher information density, more simplified clausal structures and an academic writing style. These changes call for optimized contest instructions on the teachers’ side by shifting focus from knowledge transfer to higher-order thinking skills, from enhancing language proficiency to cultivating emotional competence, from subjective evaluation to human-AI collaborative assessment, so as to promote instructional efficiency in the AIGC era.