A theoretical and empirical investigation of writing instruction with the aim of facilitating text generation processes

本研究的目的是通过对文本生成过程的研究，从理论上发展写作教学，并对写作教学的效果进行实证检验。本研究采用了以下步骤：(1)回顾了对文本生成过程的认知心理学研究，并考察了美国写作教学的现状；(2)从促进文本生成过程的角度考察了目前日本小学教科书中包含的写作教学材料；(3)探讨小学生新写作教学法在提高小学生“读者”意识方面的有效性。在回顾相关认知心理学研究和对日语小学生教材进行考察的基础上，制定并实施了新写作教学法，并对其效果进行了实证检验。在这一写作教学中，鼓励学习者提高他们的“读者”意识。研究结果表明：(1)写作教学确实起到了预期的效果，尤其是对于写作能力较低的学生；(2)通过阅读其他学生的文章并提供反馈，小学生对写作过程的元认知意识逐渐提高；(3)随着年级的提高，学生逐渐表现出不同的评价表现，四年级是质变点。

The objectives of the present study are to develop writing instruction theoretically motivated by research into text generation processes and to empirically examine the effects of such instruction.This research has adopted the following procedures : (1)reviewing cognitive psychology research into text generation processes and surveying how writing instruction is currently conducted in the US ; (2)examining the materials for writing instruction included in the present Japanese primary school textbooks from the viewpoint of facilitating text generation processes ; and (3)investigating the effectiveness of new writing pedagogy for primary school students in which to raise their awareness of the "reader."Based on a review of relevant cognitive psychology research and anexamination of Japanese textbooks for primary students, new writing pedagogy was developed and implemented, and its effects empirically examined. In this writing instruction, learners were encouraged to raise their awareness of the "reader。" The results has shown that (1)the writing instruction actually had its intended effects, especially for students with lower writing abilities ; (2)by reading what other students wrote and providing feedback, primary school students gradually improved their metacognitive awareness of the writing processes ; and (3)with the advancement of grades, students gradually showed different evaluation performance, and the fourth grade marked the point of qualitative change.