Japanese Students' Changes in L2 Writing and Motivation over 3.5 Years

日本学生 3.5 年来 L2 写作和动机的变化

• 批准号: 18520461
• 负责人: SASAKI Miyuki
• 金额: $ 1.45万
• 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: 2006
• 资助国家: 日本
• 起止时间: 2006 至 2007
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-18520461/
• 关键词: Japanese learners of English; quantitative approach; protocol data; longitudinal approac; expanded activity theory; sociocultural perspective; second language writing ability; 第2言語ライティング力; 第2言語ライティングカ; 日本人英語学習社; 英語説明文; 英語文章産出プロセス

The present study is a follow-up of Sasaki (2004) that heuristically examined the changes in Japanese EFL students'L2 writing behaviors over 3.5 years. In addition to testing hypotheses formulated on the basis of Sasaki's (2004) results, the present study examined the participants' changes in L2 writing motivation, employing Yang, Baba, and Cumming's (2004) research framework. Reflecting on the limitations of the cognitive-only approaches I employed for the past studies, I adopted a more sociocultural perspective (e.g., Thorne, 2005) for the present analysis. The results revealed that (1) the two factors of gaining L2 metaknowledge and L2writing practice were especially helpful for developing L2 writing ability; (2) only those students who spent some time abroad formed an L2-related imagined community that potentially motivated them to improve L2 writing ability; (3) only those students who spent more than four months abroad became motivated to write better in L2, imagining the writing classes they took abroad; (4) after external factors started to impede their studying L2 writing, students needed intrinsic motivation to continue to improve.

Sasaki（2004）在3.5年的时间里对日本英语学生的第二语言写作行为的变化进行了启发式研究。除了检验基于Sasaki（2004）研究结果的假设外，本研究还采用Yang、Baba和Cumming（2004）的研究框架，考察了参与者在二语写作动机方面的变化。考虑到我在过去的研究中使用的仅认知方法的局限性，我在当前的分析中采用了更多的社会文化视角（例如，Thorne, 2005）。结果表明：(1)二语元知识的获取和二语写作练习对二语写作能力的培养有显著的促进作用；(2)只有那些在国外度过一段时间的学生形成了与第二语言相关的想象社区，才有可能激励他们提高第二语言写作能力；(3)只有那些在国外呆了四个月以上的学生才有动力在第二语言中写得更好，想象一下他们在国外上的写作课；(4)当外在因素开始阻碍学生学习第二语言写作时，学生需要内在动力来继续提高。

项目成果

Changes in EFL students'writing over 3.5 years: Influences of study-abroad experiences and other socio-cognitive factors

3.5年来EFL学生写作的变化：留学经历和其他社会认知因素的影响

• 发表时间: 2007
• 作者: 松川禮子・高橋美由紀・柳善和;他18名;Miyuki Sasaki;Miyuki Sasaki;Miyuki Sasaki
• 通讯作者: Miyuki Sasaki

Changes in L2 writing ability and motivation over 3.5 years: A socio-cognitive account.

3.5 年来 L2 写作能力和动机的变化：社会认知账户。

• 发表时间: 2007
• 作者: 松川禮子・高橋美由紀・柳善和;他18名;Miyuki Sasaki;Miyuki Sasaki
• 通讯作者: Miyuki Sasaki

The 150-year history of English language assessment in Japanese educarion

日本教育中英语语言评估的150年历史

• 发表时间: 2008
• 期刊: Language Testing 25
• 作者: Takahashi;Miyuki;Yanagi;Yoshikazu;et. al.;Miyuki Sasaki
• 通讯作者: Miyuki Sasaki

The 150-year history of English language assessment in Japanese education.

日本教育中英语语言评估已有 150 年的历史。

• 发表时间: 2008
• 期刊: Language Testing 25(1)
• 作者: Sasaki;M.
• 通讯作者: M.

Changes in EFL students'writing over 3.5 years:Influences of study-abroad experiences and other socio-cognitive factors

3.5年来EFL学生写作的变化：留学经历和其他社会认知因素的影响

• 发表时间: 2007
• 作者: 松川禮子・高橋美由紀・柳善和;他18名;Miyuki Sasaki
• 通讯作者: Miyuki Sasaki