英語(yǔ)寫(xiě)作認(rèn)知心理研究

內(nèi)容概要

本書(shū)從歷史與現(xiàn)實(shí)的角度分析了前人對(duì)英語(yǔ)寫(xiě)作過(guò)程的研究，結(jié)合認(rèn)知心理學(xué)的最新研究成果，有針對(duì)性地研究了中國(guó)大學(xué)生的英語(yǔ)寫(xiě)作過(guò)程，提出了外語(yǔ)寫(xiě)作的思維模式、能力模式、過(guò)程模式和教學(xué)模式。    本書(shū)由三部分組成，共分十四章。除“引言”和“結(jié)論與建議”外，第一部分為理論綜述部分，分為四章，較為詳盡地綜述了國(guó)內(nèi)外有關(guān)英語(yǔ)寫(xiě)作過(guò)程的研究歷史和現(xiàn)狀，主要包括英語(yǔ)作為母語(yǔ)或第一語(yǔ)言的寫(xiě)作過(guò)程研究、英語(yǔ)作為第二語(yǔ)言的寫(xiě)作過(guò)程研究、英語(yǔ)作為外語(yǔ)和其他外語(yǔ)的寫(xiě)作過(guò)程研究、中國(guó)學(xué)生的英語(yǔ)寫(xiě)作過(guò)程研究。在此基礎(chǔ)上分析了前人研究的局限性和研究空白，指出了研究中國(guó)學(xué)生寫(xiě)作過(guò)程的必要性和意義。     本書(shū)的第二部分為經(jīng)驗(yàn)性研究部分，分為六章。首先論證了本研究的設(shè)計(jì)依據(jù)，描述了研究方法的設(shè)計(jì)、數(shù)據(jù)的收集和分析；然后敘述了本研究的主要結(jié)果和發(fā)現(xiàn)，其中包括：三組受試學(xué)生的寫(xiě)作過(guò)程、寫(xiě)作行為、組內(nèi)和組間的共同點(diǎn)和不同之處；所使用的寫(xiě)作策略的種類(lèi)、使用頻率、組內(nèi)和組問(wèn)的不同和相似之處；學(xué)生的英語(yǔ)水平與寫(xiě)作子過(guò)程、策略的使用情況、母語(yǔ)的使用情況以及作文文本特點(diǎn)之間的關(guān)系。同時(shí)發(fā)現(xiàn)，學(xué)生英語(yǔ)水平的高低能夠影響英語(yǔ)寫(xiě)作過(guò)程中的寫(xiě)前和寫(xiě)中階段；學(xué)生的英語(yǔ)水平能夠影響部分寫(xiě)作策略的使用，存在不同程度的正相關(guān)或負(fù)相關(guān)，在其他一些策略的使用方面，可能存在“門(mén)檻”現(xiàn)象；學(xué)生的英語(yǔ)水平直接影響到學(xué)生思維語(yǔ)言的選擇和母語(yǔ)的使用量；學(xué)生英語(yǔ)水平的高低明顯影響英語(yǔ)作文的文本特點(diǎn)和質(zhì)量。     本書(shū)的第三部分包括三章，主要探討了外語(yǔ)寫(xiě)作教學(xué)的理論框架。首先在前人研究成果的基礎(chǔ)上，結(jié)合中國(guó)的實(shí)際情況，分析并討論了主要研究發(fā)現(xiàn)的成因和相關(guān)理論依據(jù)，提出了有關(guān)“語(yǔ)言水平和思想表達(dá)”、“二語(yǔ)寫(xiě)作能力”、“中國(guó)學(xué)生寫(xiě)作過(guò)程基本模式”等假設(shè)性理論。然后多視角探討了研究成果對(duì)寫(xiě)作教學(xué)的啟示，強(qiáng)調(diào)了過(guò)程教學(xué)法、寫(xiě)作策略培訓(xùn)、有效使用母語(yǔ)、．蔓為學(xué)，而寫(xiě)”和“為寫(xiě)而學(xué)”相結(jié)合的重要性，并針對(duì)中國(guó)學(xué)生的特點(diǎn)提出寧撼高英語(yǔ)寫(xiě)作教學(xué)水平的嘗試性建議，構(gòu)想了“成品一過(guò)程一實(shí)踐”三位一體的寫(xiě)作教學(xué)框架。

作者簡(jiǎn)介

王俊菊，博士，山東大學(xué)外國(guó)語(yǔ)學(xué)院教授，應(yīng)用英語(yǔ)系主任。1987年獲山東大學(xué)英語(yǔ)文學(xué)學(xué)士學(xué)位，1993獲山東大學(xué)雙語(yǔ)翻譯文學(xué)碩士學(xué)位，2004年獲香港中文大學(xué)應(yīng)用語(yǔ)言學(xué)哲學(xué)博士學(xué)位。1999—2000在英國(guó)雷丁大學(xué)做訪問(wèn)學(xué)者，并訪學(xué)美國(guó)、加拿大，新加坡、韓國(guó)等地。長(zhǎng)期從事英語(yǔ)教學(xué)和應(yīng)用語(yǔ)言學(xué)領(lǐng)域的研究工作。合著有Introduc-tiontoAcademicWriring，主編、參編教材和學(xué)習(xí)書(shū)籍多部，并在AsianJournalofEnglishLaguageTeaching、JournalofAsiarlTEFL等國(guó)內(nèi)外重要學(xué)術(shù)期刊上發(fā)表論文多篇。

書(shū)籍目錄

Foreword by Guy CookForeword by Yah HuangList of AbbreviationsList of TablesList of FiguresChapter 1 An Overview  1.1 Introduction  1.2 Statement of the Problem  1.3 Purpose and Method of the Study  1.4 Significance of the Study  1.5 Organization of the BookPART I  A LITERATURE REVIEW OF PREVEIOUS STUDIES  Chapter 2 Studies on ENL Writing Processes    2.1 Introduction    2.2 Studies on the General Writing Process    2.3 Studies on the Sub-processes of Writing    2.4 Cognitive Models of the Writing Process    2.5 Chapter Summary  Chapter 3 Studies on ESL Writing Processes    3.1 Introduction    3.2 Studies 0n theGeneral:ProcesS of ESL Writing    3.3 Comparison of L1 and ESL Writing Processes    3.4 Use of the L1 and Translation in ESL Writing Processes     3.5 Chapter Summary  Chapter 4 Studies on EFL/FL Writing Processes    4. 1 Introduction    4.2 Comparison of L1 and EFL/FL Writing Processes    4.3 Use of the L1 and Translation in EFL/FLComposing Processes    4.4 Learning Strategy Use and EFL/FL WritingProcesses    4.5 Knowledge Level and EFL/FL Writing Processes    4.6 Chapter Summary  Chapter 5 Studies on the Writing Processes of Chinese Learners of English    5.1 Introduction    5.2 Studies on the Writing Processes of Chinese ESL Learners    5.3 Studies on the Writing Processes of Chinese EFL Learners    5.4 Chapter SummaryPART II  A QUALITATIVE STUDY ON THE ENGLISH ICVRITING PROCESSES OF CHINESE EFL LEARNERS  Chapter 6 Rationale for the Study    6.1 Introduction    6.2 Need for Studies on EFL Writing Processes    6.3 Need for Studies on EFL Writers with Different English Proficiency    6.4 Need for Studies on the Writing Processes of Chinese EFL Learners    6.5 Need for Studies On Norr-English Majors in the Chinese Context    6.6 Methodological Strengths of the Study    6.7 Chapter Summary  Chapter 7 Methodology    7.1 Introduction    7.2 Safeguards for the Research Design of the Study    7.3 The Participants    7.4 Sources of Data    7.5 Procedures for Data Collection    7.6 Rationale for the Think-aloud Protocol as the Main Source of Data    7.7 Analysis of the Data    7.8 Chapter Summary  Chapter 8 Backgrounds, Perceptio/ts and Attitudes,Writing Processes, and Written Compositions of the Band 4 Group    8.1 Introduction    8.2 Writing Backgrounds of the Band 4 Group    8.3 Perceptions and Attitudes of the Band 4 Group    8.4 Writing Processes of the Band 4 Group    8.5 Features of Written Compositions of the Band 4 Group    8.6 Chapter Summary  Chapter 9 Backgrounds, Perceptions and Attitudes,Writing Processes,and Written Compositions of the Band 6 Group    9.1 Introduction    9.2 Writing Backgrounds of the Band 6 Group    9.3 Perceptions and Attitudes of the Band 6 Group    9.4 Writing Processes of the Band 6 Group    9.5 Features of Written Compositions of the Band 6 Group    9.6 Chapter Summary  Chapter 10 Backgrounds, Perceptions and Attitudes,Writing Processes, and Written Compositions of the Band 8 Group    10.1 Introduction    10.2 Writing Backgrounds of the Band 8 Group    10.3 Perceptions and Attitudes of the Band 8 Group    10.4 Writing Processes of the Band 8 Group    10.5 Features of Written Compositions of the Band 8 Group    10.6 Chapter Summary  Chapter 11 Cross-group Analysis of Subprocesses, Strategies,Written Compositions, and the Role of the Mother Tongue    11.1 Introduction    11.2 Sub-processes    11.3 Adoption of Writing Strategies by Category    11.4 Cross-group Tendencies in Writing Strategy Use    11.5 Role of the Mother Tongue    11.6 Features of Written Compositions    11.7 Chapter SummaryPART III INISIGHTS INTO EFL WRITING AND ITS INSTRUCTIONS IN THE CHINESE CONTEXT  Chapter 12 Relating L2 Proficiency to Thought Presentation,L2 Writing Competence, and the EFL Writing Process    12.1 Introduction    12. 2 Audience Awareness, Writing Fluency, Patterns,and Diversities    12. 3 Patterns and Tendencies in Writing Strategy Use    12.4 Mother Tongue, Medium of Thought, and Thought Presentation    12．5 A Model of L2 Writing Competence    12．6 A Model of the Writing Processes of Chinese EFL Learners    12．7 Chapter Summary  Chapter 13 Towards．a(chǎn) Model：for EFL Writing Instructions in the Chinese Context    13．1 Introduction    13．2 Pedagogical Implications for EFL Writing Instruction    13．3 Towards a Trinity Model：for EFL Writing Instructions in the Chinese Context    13．4 Chapter Summary  Chapter 14 Conclusions and Recommendations    14．1 Summary of the Studio    14．2 Limitations：ofith'e Study    14．3 Suggestioris fortFurther Research    14．4 Concluding RemarksReferencesAppendix Ⅰ QuestionnaireAppendix Ⅱ The Writing PromptAppendix Ⅲ Questions Guiding Semi—structured Interviews

章節(jié)摘錄

　　Generally speaking， research into ENL composing processesmoves along at least two complementary and sometimes overlappinglines （Bridwell， 1980）. The first consists of those studies that focuson observations of writers at work to investigate the general writingprocesses or the general pattern of different subprocesses The second includes those that examine certain specific as-pects of composing processes to suggest evidence for a cognitive/de-velopment theory of writing In the follow-ing， the Studies on ENL writing processes are described in three sub-sections hy focusing respectively on studies on the general writingprocess， the subprocesses of writing， and some cognitive models ofthe writing process.　　Studies on ENL writing processes started with those that reas-sessed the nature of writing. Emig （1971） did one of the earliestlandmark studies that "responded to the shift in composition orienta-tion from product to process". In her TheComposing Processes of Twetfth Graders， Emig pioneered a labora-tory case study approach by adopting the methods of verbal protocol，observation， and post-event interviewing techniques. Emig met fourtimes with her subjects， eight high school seniors who were selectedby their teachers a.s good writers. She observed the students duringtheir oral writing， took notes， and recorded the composing-aloudprocesses. She also interviewed the subjects and collect;ed studentspreliminary notes.　　……

編輯推薦

本書(shū)從歷史與現(xiàn)實(shí)的角度分析了前人對(duì)英語(yǔ)寫(xiě)作過(guò)程的研究，結(jié)合認(rèn)知心理學(xué)的最新研究成果，有針對(duì)性地研究了中國(guó)大學(xué)生的英語(yǔ)寫(xiě)作過(guò)程，提出了外語(yǔ)寫(xiě)作的思維模式、能力模式、過(guò)程模式和教學(xué)模式。本書(shū)供從事英語(yǔ)工作的人員或相關(guān)研究人員閱讀參考。

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