高校英语学习者议论文语篇评价资源产出过程研究

Research on college EFL learners’ appraisal resources output process in argumentative writing

本研究结合使用键盘记录、刺激性回忆和回溯性访谈,考察了我国高校英语学习者议论文写作中产出评价资源时的停顿行为和认知过程。键盘记录结果显示:(1)与高语言水平组相比,低语言主水平组在产出鉴赏和否认资源时发生的停顿次数显著较多;(2)与产出介入、语势资源相比,高、低水平组产出鉴赏资源时发生的停顿都显著较多。刺激性回忆报告和访谈显示,被试在停顿时段内的认知加工过程并不因语言水平和评价资源类别差异产生质的区别;被试的评价资源使用意识较弱,人际语义层面表达评价的认知努力欠缺,停顿多因提取概念意义层面的语言表达而引发。研究结果为学术写作语篇评价研究和英语写作教学提供了一定启示。

Using keyboard logging, stimulated recall and retrospective interviews, this study explores Chinese college EFL learners’ pause behavior and cognitive process when producing appraisal resources in argumentative writing. The keyboard logging shows that:(1) compared with the higher language proficiency group, the lower language proficiency group produces significantly more pauses when expressing appreciation and disclaim;(2) regardless of language proficiency, pause times on appreciation are significantly more than those on engagement and force. However, the stimulated recall and interviews reveal that the participants’ cognitive processing of appraisal is not qualitatively different despite the difference in their language proficiency and appraisal resource types. The participants have little awareness of using appraisal resources, and they pause mainly due to their cognitive efforts invested in extraction of proper expressions at the ideational meaning level rather than at the interpersonal meaning level. The results provide some implications for future academic writing appraisal research and EFL writing teaching.