Toward an Empirical Model of L2 Writing Process

本研究采用多种数据来源，包括书面文本、刺激回忆协议、每分钟写的单词数和录像“复习”行为，调查了二语学习者的写作过程。本研究采用了已经成功用于建立日语母语写作模型的研究方案。本研究比较了三组日本英语作家（专家与新手，效率较高与较低的学生作家，接受六个月教学前与六个月后的新手）在策略使用和写作风格方面的差异。结果显示：(a)专家在开始编写详细的总体组织计划之前花费了更长的时间，而新手花费了更短的时间来制定不太全面的计划；(b)一旦专家制定了他们的全球计划，他们不会像新手那样频繁地停下来思考；(c)二语熟练程度似乎可以部分解释专家和新手在策略使用上的差异；(d)经过六个月的指导，新手学会了使用一些优秀作家的策略。也有人推测，专家的总体规划是基于他们设定目标和评价特定任务特点的能力。在这些结果的基础上，提出了二语写作过程的初步模型。

The present study investigated L2 learners' writing process using multiple data sources including written texts, stimulated recall protocols, number of words written per minutes, and video-taped "revising" behaviors, The study adapted the research scheme that has been successfully used for building models of Japanese L1 writing. Three pairs of Japanese EFL writers (experts vs. novices, more vs. less efficient student writers, novices before and after six months of instruction) were compared in terms of their strategy use and writing styles. The results revealed that (a) the experts spent a longer time before starting to write planning a detailed overall organization, whereas the novices spent a shorter time making a less global plan ; (b) once the experts made their global plan, they did not stop and think as frequently as the novices ; (c) L2 proficiency appears to explain part of the difference in strategy use between the experts and novices ; (d) after six months of instruction, novices learned to use some of the good writers' strategies. It was also speculated that the experts' global planning was based on their ability to set goals and assess the characteristics of the given task. On the basis of these results, a preliminary model of the L2 writing process was proposed.