高职学生二语写作过程中的母语思维历时研究

A Longitudinal Study on L1 Use in the L2 Writing Process of Higher Vocational College Students

母语思维是二语写作研究领域的热点话题,然而母语思维在二语写作中有何作用一直存在争议。采用有声思维、回述、访谈等方法,对7名高职学生英语写作中的母语思维变化进行对比分析,探讨了不同思维活动中母语参与量的变化趋势,发现:经过一学期的英语学习,学生在写作中的整体母语参与量有所下降,在过程控制、结构构思和内容构思等思维活动中变化较小,对母语有较大依赖,而在文本输出思维活动中母语参与量下降较为明显。还重点对文本输出层面不同类型思维活动中母语参与量的变化做进一步分析,发现对词语、句型等表达形式等进行检索、选择或者修正的母语参与量有所降低,但用母语组织句子再翻译成英文的思维量却有所增加。

L1 use in L2 writings has been drawing sustained attention in L2 writing studies.However,what roles L1 plays in L2 writing process remains controversial.This study investigates the L1 use in the writing processes of 7 higher vocational college students through a combination of research techniques such as think⁃ing aloud,retrospection and interviews over the period of one semester.It reveals that the amount of partici⁃pants'L1 use during the composing process decreased after they studied English for one semester and the ten⁃dency and extent of the decline of L1 use in different composing activities varied.The amount of L1 use in process⁃controlling,generating and organizing ideas in two tests was found with mild change and students were more likely to rely on L1 when undertaking these activities.On the other hand,the significant decrease of L1 use occurred in text⁃generating activity where an overall decrease of L1 use was found in the searching,selecting and modifying words and sentence patterns while the amount of L1 use in formulating and translat⁃ing sentences increased.