Exploring the Dynamics of Second Language Writing: Second language writing in the twentieth century: A situated historical perspective
Exploring the Dynamics of Second Language Writing: Second language writing in the twentieth century: A situated historical perspective
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探索第二语言写作的动态：二十世纪的第二语言写作：情境历史视角
DOI：
10.1017/cbo9781139524810.004
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
P. Matsuda
中科院分区：
文献类型：
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作者：
P. Matsuda
现有的关于第二语言写作研究的历史记录始于20世纪90年代，通常始于20世纪60年代，并对教学方法或重点进行了分类（例如，Leki, 1992; Raimes, 1991; Silva, 1990）。许多研究人员将20世纪60年代视为该学科的开端，他们将重点放在教学方法或重点上，而历史叙述开始出现在20世纪90年代，因为这些叙述体现了一系列关于第二语言写作的学科和认识论地位的假设，这在历史上并非无关紧要。也就是说，这些说法倾向于将第二语言写作定位为第二语言研究的一个子领域，并将第二语言写作研究者的主要责任视为发展教学知识，以促进该领域的发展。然而，从更广泛的历史角度来看，这些假设似乎存在局限性。虽然写作问题确实只是在20世纪60年代才开始引起第二语言专家的认真关注，但历史证据表明，第二语言写作教学并不是在20世纪60年代突然成为一个问题（Matsuda, 1999）。此外，20世纪90年代初历史意识的兴起似乎表明，第二语言写作研究的性质在那个时候开始发生变化。我在本章的目标是通过从更广泛的跨学科角度考虑第二语言写作的发展，提供对第二语言写作领域动态的理解。
Existing historical accounts of studies in second language (L2) writing, which began to appear in the 1990s, usually begin with the 1960s and catalogue pedagogical approaches or emphases (e.g., Leki, 1992; Raimes, 1991; Silva, 1990). It is not historically insignificant that many researchers see the 1960s as the beginning of the discipline, that they focus on pedagogical approaches or emphases, and that historical accounts began to appear in the 1990s because these accounts embody a set of assumptions about the disciplinary and epistemological status of second language writing. That is, these accounts tend to position second language writing as a subfield of second language studies and present the primary responsibility of second language writing researchers as the development of pedagogical knowledge in the service of advancing the field. Yet, a broader view of the history seems to suggest the limitations of these assumptions. Although it is true that writing issues began to attract serious attention from L2 specialists only in the 1960s, historical evidence suggests that L2 writing instruction did not suddenly become an issue in the 1960s (Matsuda, 1999). Furthermore, the rise of historical consciousness in the early 1990s seems to indicate that the nature of second language writing studies began to change around that time. My goal in this chapter is to provide an understanding of the dynamics of the field of second language writing by considering its development from a broader, interdisciplinary perspective.