从语言技巧到社会文化功能的嬗变——美国大学写作教学范式转变述评被引量：6

From Skills to Functionality of Writing:Revisiting the Paradigm Shifts in US Composition Teaching

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摘要本文综述美国写作史上的两次范式转变,即教学重点从成果到认知过程再到社交过程的转变,揭示写作过程及后过程教学理论与方法的科学性和使用价值。后过程写作理论涵盖写作涉及的语言、修辞策略,交际能力和作者背景、价值观等社会文化因素,提倡在课堂互动和写作实践提高学习者的语言、艺术、交际和文化素养,完成从传授写作技能到实现语言的社会文化功能的嬗变。美国大学主流写作教学法对于促进国内外教学法互动、提高我国学生的交际能力与公民素质具有较强的借鉴作用。 This article reviews the paradigm shifts in American composition history and reveals its significance for the teaching of writing to English majors in Chinese colleges and universities. The shift of pedagogical emphasis from the product to the process and to the post-process （social aspect of writing） has updated the teaching philosophy, the teaching approaches as well as the students＇ perceptions about writing. In particular, the post-process theory integrates such factors as language, rhetorical knowledge and strategies, and socio-cultural factors into writing; therefore, the objectives of composition studies should be diverted from mastering writing skills to improving students＇ overall strategies and effectiveness in social interactions. Hopefully, the US mainstream writing pedagogy could interact with domestic writing approaches and help produce talents with effective communication strategies and good citizenship.

作者李杰

机构地区西安外国语大学英文学院

出处《外语教学》 CSSCI 北大核心 2014年第4期51-54,共4页 Foreign Language Education

关键词范式转变过程教学法后过程教学理论现时一传统修辞 paradigm shift process approach post-process theory current-traditional rhetoric

分类号 H319 [语言文字—英语]

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