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写作策略一直是二语写作研究中的一个热门话题,也引起了很多国内外学者的关注,本文将从社会文化理论角度阐释 EFL 学生的写作策略。以前写作策略的研究通常过度强调学习者头脑中的认知机制,本文探索的社会文化路子辩证地看待认知和环境的关系以及介入资源在策略使用中的重要性。研究数据来自一所中国重点大学六名优秀的英语专业学生的面谈,结果表明他们在写作活动中使用了四种写作策略:实物介入、规则介入、社区介入和角色介入。他们策略使用中的其他特征包括介入资源的多样性、资源的个性化使用和提高语言知识和写作能力的共同目标。基于对策略使用中社会文化资源的分析,作者建议教师可利用实物和建立社区来改变写作环境以帮助学生提高使用写作策略的能力。
Writing strategies have always been a hot topic in L2 writing research and have aroused many domestic and foreign scholars ’attention. This article will explain EFL students’ writing strategies from the perspective of social culture theory. The previous research on writing strategies usually overemphasizes the cognitive mechanism in learners’ minds. The socio-cultural path explored in this paper takes a dialectical view of the relationship between cognition and the environment and the importance of involving resources in tactics. The research data came from interviews with six excellent English majors at a key Chinese university and found that they used four writing strategies in writing: in-kind, rule-based, community-based, and role-based. Other characteristics of their tactical use include the intervening diversity of resources, the personalized use of resources, and the common goal of improving linguistic knowledge and writing skills. Based on an analysis of socio-cultural resources in the use of strategies, the authors recommend that teachers use physical and community development to change the writing environment to help students improve their ability to use writing strategies.