文章以Web of Science收录的二语写作能力为主题的研究文献为数据来源,使用CiteSpace软件,对SSCI中2015—2019年二语写作能力主题研究文献进行可视化分析,绘制出主要研究国家、高影响力作者、关键词时间聚类知识图谱。研究发现:近五年...文章以Web of Science收录的二语写作能力为主题的研究文献为数据来源,使用CiteSpace软件,对SSCI中2015—2019年二语写作能力主题研究文献进行可视化分析,绘制出主要研究国家、高影响力作者、关键词时间聚类知识图谱。研究发现:近五年来该领域的研究主题不断细化,研究热点主要集中在言语感知、理解力、学术写作、可靠性、准确性、写作纠正反馈和评估七个方面。展开更多
This is a replication of Tyler and Bro's study (1992) on the effect of discourse level phenomena on audience perception of comprehensibility. 53 Chinese students of English and 10 native English speakers were take...This is a replication of Tyler and Bro's study (1992) on the effect of discourse level phenomena on audience perception of comprehensibility. 53 Chinese students of English and 10 native English speakers were taken as informants to a questionnaire, in which orders of ideas, discourse miscues and other types of errors (e.g. cohesion and redundant ideas, etc.) were used as variables to see whether they could affect the comprehensibility of texts. Strong resemblances were found between the two groups. Order of ideas (i.e. deductive or inductive) seems not to have affected text comprehensibility much, but the interactive cumulating miscues at the discourse level played an important role in discourse comprehension. As disparities are found between what nonnative speakers do and how they react to what they have done, the paper discusses whether people think the way they write, and if linguistic competence correlates with cognitive ability. The paper suggests that knowing and doing are two aspects of learning; teachers of English, therefore, have to understand the perplexities second language learners face and try to help them write as effectively as possible in the target language.展开更多
Recent calls for promoting students＇ critical thinking （CT） abilities leave second language （L2） teachers wondering how to integrate CT into their existing agenda. Framed by Paul and Elder＇s （2001） CT model, t...Recent calls for promoting students＇ critical thinking （CT） abilities leave second language （L2） teachers wondering how to integrate CT into their existing agenda. Framed by Paul and Elder＇s （2001） CT model, the study explores how CT could be effectively taught in L2 writing as a way to improve students＇ CT skills and L2 writing performance. In this study, an infusion approach was developed and implemented in actual classroom teaching. Mixed methods were employed to investigate： （1） the effectiveness of the infusion approach on improving students＇ CT and L2 writing scores; （2） the relationship between students＇ CT and L2 writing scores; and （3） the effects of the infusion approach on students＇ learning of CT and L2 writing. The results of the statistical analyses indicate that the infusion approach has effectively improved students＇ CT and L2 writing scores and that there was a significant positive relationship （r=0.893, p〈0.01） between students＇ CT and L2 writing scores. The results of the post-study interview illustrate that the infusion approach has beneficial effects on students＇ learning of CT and L2 writing by bridging the abstract CT theories and interactive writing activities and by integrating the instruction and practice of CT into those of L2 writing.展开更多
文摘文章以Web of Science收录的二语写作能力为主题的研究文献为数据来源,使用CiteSpace软件,对SSCI中2015—2019年二语写作能力主题研究文献进行可视化分析,绘制出主要研究国家、高影响力作者、关键词时间聚类知识图谱。研究发现:近五年来该领域的研究主题不断细化,研究热点主要集中在言语感知、理解力、学术写作、可靠性、准确性、写作纠正反馈和评估七个方面。
文摘This is a replication of Tyler and Bro's study (1992) on the effect of discourse level phenomena on audience perception of comprehensibility. 53 Chinese students of English and 10 native English speakers were taken as informants to a questionnaire, in which orders of ideas, discourse miscues and other types of errors (e.g. cohesion and redundant ideas, etc.) were used as variables to see whether they could affect the comprehensibility of texts. Strong resemblances were found between the two groups. Order of ideas (i.e. deductive or inductive) seems not to have affected text comprehensibility much, but the interactive cumulating miscues at the discourse level played an important role in discourse comprehension. As disparities are found between what nonnative speakers do and how they react to what they have done, the paper discusses whether people think the way they write, and if linguistic competence correlates with cognitive ability. The paper suggests that knowing and doing are two aspects of learning; teachers of English, therefore, have to understand the perplexities second language learners face and try to help them write as effectively as possible in the target language.
文摘Recent calls for promoting students＇ critical thinking （CT） abilities leave second language （L2） teachers wondering how to integrate CT into their existing agenda. Framed by Paul and Elder＇s （2001） CT model, the study explores how CT could be effectively taught in L2 writing as a way to improve students＇ CT skills and L2 writing performance. In this study, an infusion approach was developed and implemented in actual classroom teaching. Mixed methods were employed to investigate： （1） the effectiveness of the infusion approach on improving students＇ CT and L2 writing scores; （2） the relationship between students＇ CT and L2 writing scores; and （3） the effects of the infusion approach on students＇ learning of CT and L2 writing. The results of the statistical analyses indicate that the infusion approach has effectively improved students＇ CT and L2 writing scores and that there was a significant positive relationship （r=0.893, p〈0.01） between students＇ CT and L2 writing scores. The results of the post-study interview illustrate that the infusion approach has beneficial effects on students＇ learning of CT and L2 writing by bridging the abstract CT theories and interactive writing activities and by integrating the instruction and practice of CT into those of L2 writing.
