二语写作文本产出机制研究【2025|PDF下载-Epub版本|mobi电子书|kindle百度云盘下载】

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Chapter One Overview of the Study1

1.1 Introduction1

1.2 Developments in Studies on L1 Writing3

1.3 Developments in Studies on L2 Writing4

1.4 Statement of Problems5

1.5 Method and Purpose of the Study6

1.6 Structure of the Book7

Chapter Two Theoretical Orientations to Writing Processes9

2.1 Introduction9

2.2 Cognitive Models of the Writing Process9

2.3 Socio-cognitive Models of the Writing Process15

2.4 Sociocultural Theory and the Writing Process20

2.5 Activity Theory and the Writing Process22

2.6 Chapter Summary24

Chapter Three Previous Studies on EFL Writing Processes26

3.1 Introduction26

3.2 Studies on Planning Processes26

3.2.1 Nature of Planning Processes27

3.2.2 Types of Planning Processes29

3.2.3 Factors Influencing Planning Processes29

3.2.4 Effects of Planning Processes on Writing Performance31

3.3 Studies on Generating Processes34

3.3.1 Language Choices in Generating Processes34

3.3.2 Focus of Ideas in Generating Processes36

3.3.3 Role of Proficiency Level in Generating Processes38

3.3.4 Writing Tools and Generating Processes39

3.4 Studies on Revising Processes42

3.4.1 Nature of Revision in Writing Processes42

3.4.2 Variations in Revising Behaviors43

3.4.3 Strategies Used in Revising Processes45

3.5 Chinese Studies on EFL Writing Processes46

3.6 Research Gaps and Research Objectives48

3.7 Chapter Summary49

Chapter Four Methodology of the Study50

4.1 Introduction50

4.2 Think-aloud Protocols50

4.3 Stimulated Recalls54

4.4 Computer-aided Methods55

4.4.1 Keystroke Logging55

4.4.2 Inputlog56

4.4.3 Automated Essay Scoring57

4.5 Chapter Summary59

Chapter Five Planning in the Text-producing Processes60

5.1 Introduction60

5.2 Design of the Study61

5.2.1 Participants61

5.2.2 Sources of Data63

5.2.3 Data Collection63

5.2.4 Data Analysis65

5.3 Results and Findings66

5.3.1 Overall Temporal Features of Planning Processes66

5.3.2 Temporal Features of Planning Processes by Writing Tool72

5.3.3 Temporal Features of Planning Processes by Group78

5.4 Discussion82

5.4.1 Shared Features of Planning Time Allocation82

5.4.2 Balanced Planning Time of More Proficient Students84

5.4.3 Decreases in Pre-writing Planning Time86

5.5 Chapter Summary87

Chapter Six Generating in the Text-producing Processes88

6.1 Introduction88

6.2 Design of the Study90

6.2.1 Participants90

6.2.2 Sources of Data90

6.2.3 Data Collection91

6.2.4 Data Analysis93

6.3 Results and Findings95

6.3.1 Overall Features of Generating Processes95

6.3.2 Features of Generating Processes by Group99

6.3.3 Features of Generating Processes by Writing Tool102

6.4 Discussion103

6.4.1 Large Time Proportion of Generating Processes103

6.4.2 Common Use of L1 in L2 Generating Processes104

6.4.3 Reduction of Generating Time in Keyboard Writing105

6.5 Chapter Summary106

Chapter Seven Revising in the Text-producing Processes107

7.1 Introduction107

7.2 Design of the Study109

7.2.1 Participants109

7.2.2 Sources of Data109

7.2.3 Data Collection110

7.2.4 Data Analysis111

7.3 Results and Discussion112

7.3.1 Features of Online Revising Processes112

7.3.2 Types of Online Revisions116

7.3.3 Focuses of Online Revising Processes118

7.4 Chapter Summary119

Chapter Eight Apprehension in the Text-producing Processes121

8.1 Introduction121

8.2 Design of the Study122

8.2.1 Participants122

8.2.2 Sources of Data123

8.2.3 Data Collection125

8.2.4 Data Analysis128

8.3 Results and Discussion130

8.3.1 Overall Situation of Writing Apprehension130

8.3.2 Sources of Writing Apprehension141

8.3.3 Possible Ways to Reduce Writing Apprehension145

8.4 Chapter Summary146

Chapter Nine Reader Awareness in the Text-producing Processes148

9.1 Introduction148

9.2 Design of the Study149

9.2.1 Participants149

9.2.2 Sources of Data150

9.2.3 Pilot Study152

9.2.4 Data Collection152

9.2.5 Data Analysis154

9.3 Results and Discussion156

9.3.1 Perceptions of Audience Awareness in Writing156

9.3.2 Target Audience in Students'Mind164

9.3.3 Ways to Realize Audience Awareness167

9.4 Chapter Summary178

Chapter Ten Thinking Medium in the Text-producing Processes179

10.1 Introduction179

10.2 Design of the Study180

10.2.1 Participants180

10.2.2 Sources of Data181

10.2.3 Data Collection183

10.2.4 Data Analysis186

10.3 Results and Discussion190

10.3.1 Alternate Use of L1 and L2 as Medium of Thought190

10.3.2 Situations Triggering the Shift of Thinking Medium196

10.3.3 Task Types and the Use of Thinking Medium202

10.3.4 Effect Factors to the Choice of Thinking Medium203

10.3.5 Relationship between L1 Use and Writing Performance208

10.4 Chapter Summary209

Chapter Eleven Toward a Mechanism of Text Production in L2 Writing210

11.1 Introduction210

11.2 The Role of Proficiency Level210

11.3 The Role of Thinking Language212

11.4 The Role of Writing Tools213

11.5 The Role of Task Type215

11.6 The Role of Reader Awareness216

11.7 The Role of Writing Apprehension217

11.8 A Tentative Model of L2 Text Production219

11.9 Chapter Summary222

Chapter Twelve Conclusion223

12.1 Summary of the Study223

12.2 Pedagogical Implications225

12.2.1 Teaching Writing beyond Language Points225

12.2.2 Teaching Writing with the Aid of Technology226

12.2.3 Combining Reading and Writing in Writing Instruction227

12.2.4 Providing Adequate Opportunities for Practice227

12.3 Limitations of the Study227

12.4 Suggestions for Future Studies228

12.5 Concluding Remarks229

References230

Appendix 1261

Appendix 2262

Appendix 3263

Appendix 4264

Appendix 5265

Appendix 6266

Appendix 7269

Appendix 8270

Appendix 9271

Appendix 10272

Acknowledgements274