非英语专业学生二语写作认知过程研究

A research on cognition of EFL writers of non-English majors

通过问卷调查了农业院校非英语专业学生的二语写作认知过程,发现二语写作认知过程包含构思、表达、语言监控、语篇监控4个子过程。通过高低分组独立样本t检验、相关分析以及回归分析,发现表达、语篇监控与写作成绩具有显著正相关关系,而且二者对写作成绩具有较强的预测效果,语言监控对成绩的影响呈效应负值。研究结果表明在二语写作教学中,对于英语水平基础较差的写作者应强化语言表达特别是词汇表达能力,并培养语篇意识,对于语言表层的错误问题,应鼓励学生写出交流质量较高的文本,不应过分强调写出语言精确的句法,这会阻碍他们写作水平的提高。

Cognitive process of EFL writers of non-English majors was investigated by questionnaires in a Chinese agricultural university,and four sub-processes such as generating ideas,translating ideas,linguistic monitoring and discourse monitoring were discovered. By independent sample T-test,correlation analysis and multiple regression analysis,the study suggests that translating ideas and discourse monitoring are correlated to writing performance at significant level,and predict the writing performance well.Meanwhile the effect of linguistic monitoring on writing performance is negative. The research findings indicate that in teaching English writing,emphasis should be put on improving the ability to translate ideas,vocabulary translating in particular,and discourse awareness should be fostered for the writers with poor English proficiency. With regard to wrong writings in grammar,a sentence with perfect grammar should not be excessively emphasized but students should be encouraged to accomplish an excellent composition for communication.