EFL Student Writers 3.5-Year Development : A Preliminary Report.

本研究采用多个数据源，包括书面文本、录像写作行为和刺激回忆方案，调查了日本学生在3.5年期间的英语写作行为的变化。来自学生访谈的数据补充了分析。由于9名参与者中有8名（以下称为留学生）在英语环境中度过了2至10个月，因此该研究也能够在一定程度上考察这种海外经历的影响。这项研究是一项更大规模研究的一部分，该研究计划证实Sasaki（2004）的结果，该研究调查了相同时间（3.5年）内类似学生的英语写作行为，但更具探索性。结果显示，在观察期内（1）在家（留日）和留学生提高了英语水平;（2）只有留学生的英语写作能力和流利性得到了提高。（3）两组学生在使用本地计划方面的变化存在很大的个体差异，他们制定地方性计划的原因也各不相同，（4）只有留学生对一语到二语的翻译重视程度有所下降，（5）留学生比国内学生更有动机写内容更好的二语作文。

The present study investigated the changes in Japanese students' English writing behaviors over a 3.5 year period using multiple data sources including written texts, videotaped writing behaviors, and stimulated recall protocols. Data from student interviews supplemented the analyses. Because eight (henceforth, Study-Abroad students) out of the nine participants spent two to ten months in English-speaking environments, the study was also able to examine the effects of such overseas experiences to some extent. This study was part of a larger study that has been planned to confirm the results obtained in Sasaki (2004), which investigated similar students' English-writing behaviors over the same period of time (3.5 years), but in a more exploratory manner. The results revealed that over the observation period (1)both the At-Home (remaining in Japan) and the Study-Abroad students improved their English proficiency ; (2)only the Study-Abroad students improved their L2 writing ability and fluency, (3)there were great individual differences among the members of both groups for their changes in using local plans, and they had different reasons for making local plans across time and individuals ; (4)only the Study-Abroad students came to pay less attention to translation from L1 to L2, and (5)the Study-Abroad students became more motivated to write L2 compositions with better content than the At-Home student.