篇章视角下中亚华裔学习者写作质量动态发展研究
A Study of the Dynamic Development of Central Asian Chinese-Descent Learners Writing Quality from the Perspective of Discourse

本研究选用中亚华裔学习者记叙文文本，追踪6位学生篇章组织能力的发展特征，重点关注其动态变化过程中的个体差异表现，进一步揭示写作文本质量与文本篇章组构之间的关系，以期研究结论可为篇章教学提供新的视角。通过9类篇章组构模式(discourse organization pattern，简称DOP)标注文本并进行分析，发现中亚华裔中档、高档组比低档组更均衡地使用9种DOP。同时将三档作文同教材范文以及文心一言App生成的作文进行比较，发现三档作文在句式变化、逻辑结构、整体架构和细节描写等方面与教材范文以及文心一言App生成的作文存在差距，交叉型DOP和派生型DOP对篇章组构的影响较小。
In this study, the development of discourse organization capacity of six Central Asian Chinese-descent learners was tracked through the use of narrative texts, focusing on individual differences in the process of dynamic change, to further reveal the relationship between writing text quality and text discourse organization, and to provide new perspectives for discourse teaching and learning. We labeled and analyzed the texts with nine types of Discourse Organization Patterns (DOPs), and found that the middle- and high-grade groups of Central Asian Chinese-descent learners made more balanced use of the nine types of DOPs than the low-grade group, and comparing the three grades of essays with the textbook model and the essays generated by ERNIE Bot. The three-grade essays were found to have gaps in sentence variation, logical structure, overall structure, and detailed descriptions with the textbook model essays as well as the essays generated by ERNIE Bot, and The Crossing Pattern DOP and the Derivative Pattern DOP have less effect on discourse organization.