大学英语写作思维过程的案例研究

A Case Study of the Writing Processes in College English Writing

本项研究采用有声思维、回顾访谈等方法,记录了8名中国大学生在英语写作中的思维过程,并对思维活动进行定量和定性的分析。研究发现:学生在写作过程中文本输出思维量最高,其次是文本修正和内容构思,而其他活动只占很小比例;英语水平影响写作过程,一年级学生和二年级学生在各类思维活动中存在质与量的差异;学生在英语写作过程中较多借助母语思维,但不同思维活动中的母语参与量不等;一年级学生比二年级学生更多地依赖母语解析题意、构思内容、输出文本。

This study aims to explore the writing processes of eight Chinese non-English major college students through a combination of research techniques such as thinking aloud and retrospective interviews. It is found that text-generating activities occupied the biggest proportion of all the composing activities. Next were text-refining and idea-generating activities, while the students paid much less attention to other activities. The level of language proficiency influences the writing processes. The two groups were different in the amount of attention paid to the composing activities. Moreover, the first-year students had problems in implementing the composing activities strategically and effectively. It also shows that the students used comparatively high proportion of L1 in English writing though the tendency of L1 occurrence varies with individual composing activities. Additionally, the first-year students relied more on their L1 for task-examining, idea-generating and text-generating activities.