高职学生二语写作过程中的母语思维研究

Chinese Vocational College Students' L1 Use in the L2 Writing Process

为了探究高职学生在二语写作过程中的母语思维情况及其与二语写作成绩之间的关系,采用有声思维的方法对6名高职学生的二语写作过程进行了实证研究。研究结果显示,高职学生在二语写作过程中普遍使用母语思维,母语思维与二语写作成绩之间呈负相关。对于二语水平较低的高职学生来说,二语写作过程中的母语思维是一种自然的习惯性的认知行为。根据以上研究结果,提出了教学建议。因此在高职英语课堂教学中,教师应该鼓励学生用英语思维,但是当他们遇到认知困难时,教师应该容忍并接受其使用母语思维。

In order to explore the relationship between vocational college students＇ L1 use and L2 writing performance in the process of L2 writing, this paper adopts the think-aloud protocols（TAPs） to probe into the L2 writing process of six vocational college students. The results indicate that L1 is universally used by vocational college students in the process of L2 writing, and L1 use is negatively correlated with L2 writing performance. For vocational college students whose L2 proficiency is comparatively lower, L1 use in the process of L2 writing is a natural and habitual mental behavior. Consequently, English thinking should be encouraged in the vocational college English teaching process. However, whenever students encounter cognitive difficulties, teachers should tolerate and accept L1 use by students.