The Composing Processes of Advanced ESL Students: Six Case Studies
The Composing Processes of Advanced ESL Students: Six Case Studies
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高级 ESL 学生的作曲过程：六个案例研究
DOI：
10.2307/3586647
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发表时间：
1983
期刊：
影响因子：
3.2
通讯作者：
Vivian Zamel
中科院分区：
文献类型：
--
作者：
Vivian Zamel
关于作曲的最新研究给了我们对作曲过程的重要见解。这项研究表明，写作是一个非线性的、探索性的和生成性的过程，作家在试图接近意义的过程中发现并重新表达他们的想法。本研究对高级英语学生的写作过程进行了研究，旨在调查这些学生在多大程度上将写作体验为发现和创造意义的过程，以及第二语言因素对这一过程的影响程度。研究结果表明，熟练的ESL作家在他们的想法被勾勒出来之后，会探索和澄清他们的想法，并关注与语言有关的问题。由于人们认为作文教学应该以作文的实际内容为基础，对作文过程的理解使人们质疑那些指令性的、公式化的和过于关注正确性的方法。相反，它表明了教学的重要性，让学生直接体验写作过程，在作者和读者之间建立一种动态的教/学关系，并在创造和交流意义的背景下促进进一步的语言发展。
The most recent research in composition has given us important insights into the composing process. This research has revealed that composing is a non-linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning. A study of the composing processes of advanced ESL students was undertaken to investigate the extent to which these students experience writing as a process of discovering and creating meaning and the extent to which second language factors affect this process. The findings indicate that skilled ESL writers explore and clarify ideas and attend to language-related concerns primarily after their ideas have been delineated. Since it is believed that the teaching of composition should be informed by and based upon what writing actually entails, an understanding of the composing process calls into question approaches that are prescriptive, formulaic, and overly concerned with correctness. Instead, it suggests the importance of instruction that gives students direct experiences with the composing process, that establishes a dynamic teaching/learning relationship between writers and their readers, and that enhances further linguistic development in the context of making and communicating meaning.
语言习得
DOI：
--
发表时间：
2005
期刊：
Encyclopedia of Language
影响因子：
--
作者：
Isobe;Miwa;Yukio Otsu
通讯作者：
Yukio Otsu