摘要
本个案研究主要采用写作者有声思维和回顾访谈的方法,追踪和描述六名英语专业学生在限时写作过程中使用的各种词汇问题解决策略。研究发现,学生在写作中主要使用四类词汇策略群,包括费力提取、提升表达、避免问题和在线修正等。与年级水平差异有关的词汇策略行为主要表现在学生刚提取到一个词汇之际:高年级学生会进一步使用各种策略来提升词汇表达方式,从而寻找到语义精确、符合文体要求的合适词汇,并避免该词在上下文重复;而低年级学生则立即修正词汇形式。此外,在限时的写作任务中某些学生倾向于使用避免问题的策略,而不是努力检索合适的词汇。基于这些发现,本文就二语写作者解决词汇问题的思维路径和二语写作词汇能力的发展作了假设,以待后续研究。
The present case study, using thinkaloud and stimulated recalls, traces and describes six English majors＇ lexical-problem-solving strategies in the timed writing process. The study finds that students mainly employ four kinds of lexical strategies in English writing, including effortful-retrieval, lexical-upgrading, problem-avoidance and online form-repair. Proficiency difference between grades appears at the moment when students succeed in retrieving a lexical candidate： third-year students would then further employ strategies to fine-tune expressions so as to achieve lexical precision, stylistic appropriateness and avoid repetitive use of the word in the context, while first-year students would immediately employ strategies to repair lexical forms. In addition, it seems that in the timed writing task students may resort to problem-avoidance strategies instead of pursuing search for appropriate lexical use. Based on these findings, the study makes hypotheses concerning L2 writers＇ lexical-problem-solving paths and development of lexical competence in L2 writing. These hypotheses await further study.
出处
《中国外语》
CSSCI
2010年第2期54-62,111,共10页
Foreign Languages in China
关键词
二语写作
词汇策略
思维路径
词汇能力
L2 writing
lexical strategies
lexical-problem-solving paths
lexical competence
