【作者】 管静媛；

【导师】 庞继贤；

【作者基本信息】 浙江大学 ， 外国语言学及应用语言学， 2008， 硕士

【摘要】 Formulation process is one of the major processes in L2 writing. Despite progress made in understanding the cognitive processes in L2 writing in recent years, limited studies have been devoted to the formulation process of L2 writing in the Chinese EFL context.The present study attempted to investigate the formulation process of L2 writing. More specifically, the study was to explore the time allocation of formulation process, to analyze how individual factors influence time allocation, and to reveal some distinct features of L2 writing. Data were collected from four advanced Chinese EFL writers (college English major students in their fourth year of study) who performed an argumentative writing task. Think-aloud protocols, interviews and written compositions were used and examined.Quantitative and qualitative analyses of these data showed that formulation was a predominant process in L2 writing of advanced EFL writers. Despite a high English proficiency level and a reasonably high writing ability, problem-solving formulation engaged a great deal of attention and efforts of these advanced EFL writers as a compensation for the lack of linguistic resources. EFL writers did not distribute their attentional resources equally but tended to keep their writing process at a certain level of fluency. They were likely to have a whole idea or concept in mind at first and then formulated those words or expressions that are most closely connected to the central idea. Individual factors greatly influenced time allocation of L2 formulating process. Rereading and counter-translation helped to facilitate L2 formulating process.This study has theoretical and pedagogic implications. It contributes to a better understanding of the nature of L2 writing and provides more empirical evidence for L2 theorizing. It also contributes to L2 writing teaching and learning, especially individual tailored ways of teaching and learning. This study is mainly cognitive-oriented. We suggest that more sociocognitive researches should be carried out in the future.更多还原

【Abstract】 Formulation process is one of the major processes in L2 writing. Despite progress made in understanding the cognitive processes in L2 writing in recent years, limited studies have been devoted to the formulation process of L2 writing in the Chinese EFL context.The present study attempted to investigate the formulation process of L2 writing. More specifically, the study was to explore the time allocation of formulation process, to analyze how individual factors influence time allocation, and to reveal some distinct features of L2 writing. Data were collected from four advanced Chinese EFL writers (college English major students in their fourth year of study) who performed an argumentative writing task. Think-aloud protocols, interviews and written compositions were used and examined.Quantitative and qualitative analyses of these data showed that formulation was a predominant process in L2 writing of advanced EFL writers. Despite a high English proficiency level and a reasonably high writing ability, problem-solving formulation engaged a great deal of attention and efforts of these advanced EFL writers as a compensation for the lack of linguistic resources. EFL writers did not distribute their attentional resources equally but tended to keep their writing process at a certain level of fluency. They were likely to have a whole idea or concept in mind at first and then formulated those words or expressions that are most closely connected to the central idea. Individual factors greatly influenced time allocation of L2 formulating process. Rereading and counter-translation helped to facilitate L2 formulating process.This study has theoretical and pedagogic implications. It contributes to a better understanding of the nature of L2 writing and provides more empirical evidence for L2 theorizing. It also contributes to L2 writing teaching and learning, especially individual tailored ways of teaching and learning. This study is mainly cognitive-oriented. We suggest that more sociocognitive researches should be carried out in the future.更多还原