读后续写对中高级水平外语学习者写作修辞的学习效应研究

Learning effects of extension writing on the written rhetoric of higher intermediate foreign language learners

本文旨在探索"读后续写"对中高级英语学习者写作修辞的学习效应。研究选取两篇叙述风格迥异的英文课文让学生进行读后续写,要求他们在完成正常阅读教学之后,根据提前布置的任务续写原作。依据扎根理论对数据进行质性分析后发现,续作具有以下特点:1)两篇续作分别创造性地模仿原作修辞,实现了与原作语言风格的协同;2)续作较少借用原文字句,而是根据续作语境组句谋篇。研究表明,通过深度阅读,发挥原作的语境"支架"功效,续写可促使中高级英语学习者创造性地模仿使用高于自身语言产出水平的修辞,实现"以续促学"。

This study explores the learning effects of extension writing on the written rhetoric of higher intermediate foreign language learners. Two narratives of different rhetorical styles are chosen for a cohort of third-year university students to complete the pre-designed extension writing tasks. Data analysis reveals that the two extension writings 1) creatively imitate the rhetoric of the reading texts, thus aligning to the target language style; 2) instead of borrowing verbatim, adapt the imitated rhetoric to the new context. The study shows that in-depth reading and contextual scaffolding during the process of extension writing help learners to creatively imitate and use rhetoric higher than their writing level, which promotes learning.