Toward an Empirical Model of L2 Writing Process

建立二语写作过程的实证模型

• 批准号: 09680289
• 负责人: SASAKI Miyuki
• 金额: $ 1.92万
• 依托单位: Nagoya Gakuin University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1997
• 资助国家: 日本
• 起止时间: 1997 至 1998
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09680289/
• 关键词: second language learners; writing process model; English writing process; expert writers; novice writers; strategies; protocol data; writing speed; 書くプロセス; 量的研究; 質的研究

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.

本研究采用已被成功用于构建日语写作模型的研究方案，采用多种数据来源对二语学习者的写作过程进行了研究，这些数据来源包括书面文本、刺激回忆协议、每分钟所写的词数和录像中的“修改”行为。三对日本英语写作者(专家和新手，效率较高和效率较低的学生作家，六个月前和六个月后的新手)在策略使用和写作风格方面进行了比较。结果表明：(A)专家在开始编写详细的总体组织计划之前花费了较长的时间，而新手花了较短的时间来制定不那么全面的计划；(B)专家一旦制定了全局计划，他们就不会像新手那样停下来思考；(C)第二语言熟练程度似乎解释了专家和新手在策略使用上的部分差异；(D)经过六个月的培训，新手学会了使用一些好的作家的策略。还有人推测，专家们的全球规划是基于他们制定目标和评估特定任务特点的能力。在此基础上，提出了二语写作过程的初步模式。

项目成果

Hirose Keiko & Miyuki Sasaki: "Effects of teaching metaknowledge and journal writing on Japanese university students'EFL writing" JALT Journal. In Press. (1999)

广濑惠子

広瀬恵子・佐々木みゆき: "Effects of teaching metaknowledge and journal writing on Japanese university students'EFL writing" JALT Journal. 印刷中. (1999)

Keiko Hirose 和 Miyuki Sasaki：“元知识教学和日记写作对日本大学生 EFL 写作的影响”JALT 杂志出版（1999 年）。