高中英语读后续写任务中协同效应实现条件的理论整合研究

Theoretical Integration of Enabling Conditions for the Alignment Effect in Senior High School English Continuation Writing

摘要: 读后续写作为一种整合语言输入与输出的写作任务，在高中英语教学中日益受到重视。协同效应是读后续写任务的核心机制，其强弱直接影响语言习得效果。然而，当前研究多聚焦于协同效应的现象描述，对其实现条件的系统性理论整合尚不充分。本文基于互动协同模型、注意假设、输入输出理论及工作记忆理论，对读后续写任务中协同效应的实现条件进行理论整合分析，构建了涵盖“输入条件–认知加工–互动调节–情感支持”四个维度的条件框架。研究发现：原文的可理解性、趣味性与结构清晰度是协同启动的输入基础；选择性注意与结构启动形成认知加工的核心机制；互动反馈与协作写作增强协同的深度；学习者的语言水平、动机与工作记忆容量则作为调节变量影响协同效应的强度。本文的理论整合为高中英语读后续写教学提供了系统化的设计依据，并为后续实证研究奠定了基础。

Abstract: Continuation writing, as a writing task that integrates language input and output, has received increasing attention in high school English teaching. The alignment effect is the core mechanism of continuation writing tasks, and its strength directly influences the effectiveness of language acquisition. However, existing research has largely focused on describing the alignment effect as a phenomenon, while a systematic theoretical integration of its enabling conditions remains insufficient. Drawing on the interactive alignment model, the noticing hypothesis, input-output theories, and working memory theory, this study conducts a theoretical integrative analysis of the enabling conditions for the alignment effect in continuation writing tasks, constructing a four-dimensional condition framework covering “input conditions, cognitive processing, interactional regulation, and affective support.” The findings reveal that the comprehensibility, interestingness, and structural clarity of the original text serve as the input foundation for alignment initiation; selective attention and structural priming constitute the core mechanisms of cognitive processing; interactive feedback and collaborative writing enhance the depth of alignment; and learners’ language proficiency, motivation, and working memory capacity function as moderating variables influencing the strength of the alignment effect. This theoretical integration provides a systematic design basis for high school English continuation writing instruction and lays a foundation for subsequent empirical research.