Some Steps Towards a Socio-cognitive Interpretation of Second Language Composition Processes
Some Steps Towards a Socio-cognitive Interpretation of Second Language Composition Processes
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对第二语言写作过程进行社会认知解释的一些步骤
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
J. Larios
中科院分区：
文献类型：
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作者：
L. Murphy;J. Larios
研究中有一种倾向，即从认知角度来解释二语写作过程，并认为二语写作的社会方面与前者不相称。在试图启动一个更综合的解释结果，本文件确定了三个领域，在面向过程的L2组成的研究领域内，个人文本生产被证明是社会介导的。这些领域，这已经从专业知识的方法来写作，包括（一）对作家的任务环境的性能的影响;（二）熟练的，不熟练的区别的定位性质;和（三）以前的识字经验中发挥的作用，在发展的一些方面的组成。未来的研究建议包括社会和语境因素的分析调解跨语言的写作技巧的转移，并通过问题空间的概念重新概念化的可能性，在个人witing作为一种对话现象。
There has been a tendency in research to interpret L2 composition processes in cognitive terms and to consider the social aspects of L2 writing as incommensurate with the former. In an attempt to initiate a more integrated interpretation of results, the present paper identifies three areas, within the field of process-oriented L2 composition research, where individual text production is shown to be socially mediated. These areas, which have been derived from the expertise approach to writing, include (i) the impact on writers' performance of the task environment; (ii) the situated nature of the skilled-unskilled distinction; and (iii) the role played by previous literacy experiences in the development of a number of aspects of composing. Recommendations for future research include the analysis of social and contextual factors mediating the transfer of writing skills across languages and the possibility of looking at individual witing as a dialogic phenomenon through a reconceptualisation of the notion of problem-space.