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大学英语论说文教学的社会认知模式

Teaching English Expository Writing to Chinese University Students:A Social-Cognitive Approach
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摘要 以语类理论和Flower&Hayes的写作认知模型为理论指导,提出了一种针对大学英语论说文教学的社会认知教学模式。该模式倡导教师明确给学生讲授论说文写作中的思维过程,并将这种显性的思维教学与提高学生写作中的社会情境意识进行有机结合。 Drawing on genre theory as well as Flower & Hayes's cognitive model of writing,this paper argues for a social-cognitive approach to teaching English expository writing to Chinese university students.The suggested approach advocates an integration of the explicit teaching of specific cognitive processes involved in expository writing with a deliberate consciousness-raising of the social-cultural dimension of writing.
作者 江晓敏 唐磊
机构地区 遵义师范学院外国语学院 遵义医学院外国语学院
出处 《海外英语》 2012年第13期53-54,共2页 Overseas English
基金 贵州省教育厅高校人文社会科学研究项目(编号:102C081)研究成果之一
关键词 社会认知模式 论说文 大学英语 写作教学 social-cognitive approach expository essay college English writing instruction
分类号 H319 [语言文字—英语]
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参考文献6

  • 1庞继贤,叶宁.西方语类理论比较分析[J].浙江大学学报（人文社会科学版）,2011,41(2):160-168. 被引量：23
  • 2Flower L,Hayes JR.A cognitive process theory of writing. College Composition and Communication . 1981
  • 3Flower,L.The Construction of Negotiated Meaning: A Social Cognitive Theory of Writing[]..1994
  • 4Hyland,K.Genre-based Pedagogies:A Social Response to Process[].Journal of Second Language Writing.2003
  • 5Robert M Vanderburg.Reviewing Research on Teaching Writing Based on Vygotsky‘s Theories: What We Can Learn[].Reading and Writing.2006
  • 6Chandrasegaran A.What Does Teaching Writing as a Process Really Mean?[].Asian Englishes:Changing Perspectives in a Globalised World.2011

二级参考文献20

  • 1S. Hyon, "Genre in Three Traditions :Implications for ESL,"Tesol Quarterly ,Vol. 30,No. 4(1996) ,pp. 693 - 722.
  • 2J. Flowerdew, "Genre in the Classroom: A Linguistic Approach," in A. M. Johns (ed.), Genre in the Classroom, New Jersey: Lawrence Erlbaum Associates,2002 ,pp. 91 - 102.
  • 3M. L. Bakhtin, Speech Genres and Other Late Essays, trans, by V. W. Mcgee, Austin: University of Austin Press, 1952 - 1953.
  • 4S. Eggins &J. R. Martin, ,I Genres and Registers of Discourse," in T. A.van Dijk (ed.), Discourse as Structure and Process, London: Sage Publications, 1997, pp. 230 - 256.
  • 5V. K. Bhatia, J. Flowerdew & R. H. Jones, Advances in Discourse Studies, London: Routledge,2008.
  • 6C. R. Miller, "Genre as Social Action," Quarterly Journal of Speech ,Vol. 70(1984) ,pp. 151 - 167.
  • 7C. R. Miller, "Rhetorical Community: The Cultural Basis of Genre," in A. Freedman & P. Medway (eds.), Genre and the New Rhetoric, London: Taylor ~ Francis, 1994, pp. 67 - 78.
  • 8C. Bazerman, "Speech Acts, Genres, and Activity Systems.. How Texts Organize Activity and People," in C. Bazerman & P. Prior (eds.), What Writing Does and How It Does It : An Introduction to Analyzing Texts and Textual Practices, New Jersey: Lawrence Erlbaum Associates, 2004, pp. 309 - 339.
  • 9J. Austin, How to Do Things with Words, Oxford: Oxford University Press,1962.
  • 10C. Berkenkotteer & T. Huckin, Genre Knowledge in Disciplinary Communication: Cognition~Culture/ Power, Hillsdale: Lawrence Erlbaum Associates,1995.

共引文献28

海外英语
2012年 第13期

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