Explanatory Variables for EFL Students' Expository Writing
Explanatory Variables for EFL Students' Expository Writing
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英语学生说明文写作的解释变量
DOI：
10.1111/j.1467-1770.1996.tb00643.x
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发表时间：
1996
影响因子：
4.4
通讯作者：
K. Hirose
中科院分区：
文献类型：
--
作者：
M. Sasaki;K. Hirose
本研究调查了可能影响日本大学生英语说明文写作的因素。我们从多个维度对 70 名中低英语水平的学生进行了测试，即第二语言 (L2) 水平、第一语言 (L1) 写作能力、L1 和 L2 写作策略、L2 说明性写作的元知识、过去的写作经验和教学背景。我们将这些多个因素视为二语写作的可能解释变量。
定量分析表明：（a）学生的二语水平、一语写作能力和元知识对于解释二语写作能力差异均具有显着作用； (b) 在这3个自变量中，L2熟练程度解释了L2写作能力方差的最大部分（52%），L1写作能力第二大（18%），元知识最小（11%）； (c) 这些自变量之间存在显着相关性。定性分析表明，优秀作家与较差作家的显着差异在于：（a）在母语和母语写作中更注重整体组织； (b) 母语和母语书写更加流利； (c) 对出于学术目的的二语写作表现出更大的信心； (d) 在高中时经常写过一段以上的英语段落。好的和差的作家在其他写作策略和经验上没有显着差异。基于这些结果，我们提出了一个 EFL 写作能力的解释模型。
This study investigated factors that might influence Japanese university students’ expository writing in English. We examined 70 students of low- to high-intermediate English proficiency along a variety of dimensions, namely, second language (L2) proficiency, first language (L1) writing ability, writing strategies in L1 and L2, metaknowledge of L2 expository writing, past writing experiences, and instructional background. We considered these multiple factors as possible explanatory variables for L2 writing.
Quantitative analysis revealed that (a) students’ L2 proficiency, L1 writing ability, and metaknowledge were all significant in explaining the L2 writing ability variance; (b) among these 3 independent variables, L2 proficiency explained the largest portion (52%) of the L2 writing ability variance, L1 writing ability the second largest (18%), and metaknowledge the smallest (11%); and (c) there were significant correlations among these independent variables. Qualitative analysis indicated that good writers were significantly different from weak writers in that good writers (a) paid more attention to overall organization while writing in L1 and L2; (b) wrote more fluently in L1 and L2; (c) exhibited greater confidence in L2 writing for academic purposes; and (d) had regularly written more than one English paragraph while in high school. There was no significant difference between good and weak writers for other writing strategies and experiences. On the basis of these results, we propose an explanatory model for EFL writing ability.