摘要
This paper reviews a succession of pedagogical orientations in second/foreign language (L2 hereafter) writing,each representing a different conception of the nature of writing.The author argues that the historical development reflects persistent conflicts in the pragmatist and critical approaches in L2 writing,and calls for the search of new writing pedagogies that can satisfy both students'personal and social needs in writing.
This paper reviews a succession of pedagogical orientations in second/foreign language (L2 hereafter) writing,each representing a different conception of the nature of writing.The author argues that the historical development reflects persistent conflicts in the pragmatist and critical approaches in L2 writing,and calls for the search of new writing pedagogies that can satisfy both students'personal and social needs in writing.
出处
《海外英语》
2012年第9X期17-18,21,共3页
Overseas English
基金
2011年湖南省普通高校教改研究项目"以跨文化交际为目的的英语专业写作教改研究"
湖南省哲学社会科学基金项目"后现代批判视域下的跨文化人格研究"(编号WLH53)
湖南省十二五教科规划课题"全球化背景下跨文化外语教学研究"(XJK011BGD037)
