英语专业大学生说明文二语写作策略类型与特征研究 = Typology of writing strategies used by English-major students in expository task completion: A qualitative study

Abstract

中文摘要: 本文旨在探讨中国英语专业大三学生在英语写作策略运用以及学习者类型特点。作者用访谈工具提取了30名受试者完成英语说明文写作认知过程。研究表明二语写作者写作时最常用的写作策略包括头脑风暴、写提纲、修改草稿、运用联想、母语思考论题以及翻译策略来构筑作文内容。受试者在认知因子策略和中英对比修辞知识掌握及运用上呈现出个异性和差异性，这一定程度上促进和影响到了写作任务产品的质量。基于定性分析本文将二语写作者概括为分析-组织型、领悟-执行型、思考-工笔型、迁移-翻译型和二语水平差-修辞混乱型。受试者写作者个体策略风格驱动并整合各种写作因子策略来完成写作任务。教学内涵包括教材对培养二语学习者写作策略内容的设计，提高教师对写作策略的认识意识和培养学生有效的写作策略，以提升我国英语写作教学水平、培养出优秀的二语写作者。 关键词: 二语写作学习者、元认知策略、写作学习策略、修辞策略、母语迁移; Abstract: The current paper aims to look into cognitive features of L2 learner-writers of English majors at the tertiary level in China and their use of L2 writing strategies. A sample of 30 students participated in two interview sessions on how they handled to complete an L2 expository writing task. Results showed that (a) strategies employed by these L2 learner-writers included brain-storming, outlining, revision, association, L1 thinking for transferring and translating to generate contents; (b) they demonstrated high levels of self-initiation by using a variety of cognitive and communicative strategies flexibly to cope with the writing task, and (c) they tended interchangeably to carry out modeling, using L1 and L2 rhetoric and knowledge for meaning construction. The typology of L2 learner-writers are classified into analytical-organizers, perceptive performers, fine brush-writers, and L1 transfer translators. Their highly flexible, skilful integration and execution of strategies could be due to a combination of personal cognitive learning styles, and the prevailing methods for teaching and L2 learning culture in China with pedagogical implications for designing strategies based tasks in textbooks, raising L2 teachers’ awareness，and nurturing effective L2 learner-writing strategies for writers’ autonomy. Keywords: L2 learner-writers; metacognitive writing strategies; cognitive writing strategies; rhetoric strategies；L1 transfers;