非英语专业学生在线英语写作停顿特征研究

本研究综合运用键盘记录软件Inputlog 7.0和录屏软件Camtasia 9.0,以及有声思维报告、刺激回忆访谈等多种研究工具收集数据,考察我国非英语专业学生在线英语写作中的停顿行为,深入探究停顿行为特征所反映的认知过程及写作自我监控。研究发现:1)被试在写作中总体呈现出频次高、时间短的停顿特征,单词层面的停顿频次明显高于句段层面,且词间停顿频次最高;2)被试在写作过程中的停顿可分为三大类,即观察停顿、评估停顿和诊断停顿,各个类别又由若干子类别构成,其中评估停顿的分类最为多样,三类停顿之间存在一定的交互关系;3)被试在写作中的观察停顿、评估停顿和诊断停顿行为反映了写作自我监控中的自我观察、自我评估和自我诊断要素。本研究结果丰富了监控停顿的维度,为进一步探究写作自我监控的本质及计算机辅助二语写作教学与研究提供了有益的启示。

This study used a mixed-methods approach with a combination of keystroke logging and screen capture softwares—Inputlog 7.0 and Camtasia 9.0 as well as a variety of research tools including think-aloud protocols and stimulated recall interviews to collect quantitative and qualitative data from multiple sources,in the attempt to investigate the pausing behaviors of Chinese non-English majors in the course of online writing,and further explore the cognitive process and aspects of self-monitoring of writing reflected by the characteristics of pausing behavior.The findings in the study reveal that:1)All participants’pausing behavior in writing is characterized by high frequency and short duration,and pause frequency at the word level is significantly higher than that at the sentence and the paragraph level,with between words pause frequency being the highest;2)Participants’pausing behavior can be divided into three categories:observational pause,evaluative pause and diagnostic pause.Each category is composed of several sub-categories,among which the classification of evaluative pause is the most diverse,with a certain interaction between the pauses;3)The observational pause,evaluative pause and diagnostic pause in the writing process reflected the self-observation,self-evaluation and self-diagnosis elements in the self-monitoring of writing.The findings of the study enriched the dimensions of monitoring pause,and led to insightful implications for studies on self-monitoring in the teaching and research of L2 writing and computer-aided second language writing.