社会文化理论视阈下二语写作过程中“注意”的研究

doi:10.3969/j.issn.1674-8921.2018.01.007

摘要/Abstract

摘要： 注意和意识是二语写作过程中的重要认知因素。本研究在二语写作过程中使用范文中介工具,从社会文化理论视角分析不同水平的大学英语学习者的注意内容和意识程度。旨在了解学习者注意的个体差异,探讨注意内容起源和发展的社会文化环境,以便更好地理解二语写作的心理过程。通过扎根理论的质性研究方法得出,学习者注意到语言层面和非语言层面的六项内容:语言表达、篇章结构、写作内容、学习策略、社会环境和情感要素;通过量化分析发现学习者的英语水平与其意识程度相关,并对研究结果进行了初步讨论。

关键词: 社会文化理论, 注意, 意识程度, 语言水平

Abstract: Noticing and awareness plays an important role in the writing process. Our research introduces models as mediation in L2 learners' writing process, and explores the contents of noticing and levels of awareness. Through qualitative analysis, we've found out six parts of noticing contents: language expression, discourse structure, writing content, learning strategies, social context and emotional ingredients. We also found that learners' language proficiency has an influence on their levels of awareness. Implications of these findings were finally discussed.

中图分类号:

H315.9

厉建娟. 社会文化理论视阈下二语写作过程中“注意”的研究[J]. 当代外语研究, 2018, 18(01): 49-53.

LI Jianjuan. A Study on Noticing in L2 Writing Process from a Sociocultural Perspective[J]. Contemporary Foreign Languages Studies, 2018, 18(01): 49-53.

参考文献

Bao, M.Z. & E. Takako. 2011. Classroom study on noticing and recast features: capturing learner noticing with uptake and stimulated recall [J]. System 39: 215-228.
Griffin, R.B. 2004. The Output Hypothesis Revisited: An Examination of Learner Noticing & Its Relationship to L2 Development in Writing (Unpublished) [D]. Bloomington: Indiana University.
Hanaoka, O. 2007. Output, noticing, and learning: an investigation into the role of spontaneous attention to form in a four-stage writing task [J]. Language Teaching Research (11): 459-479.
Lantoff, J.P. & S.L. Thorne. 2006. Sociocultural Theory and Genesis of Second Language Development [M]. Oxford: Oxford University Press.
Leow, R.P. 1997. Attention, awareness, and foreign language behavior [J]. Language Learning 47: 467-505.
Mackey, A. 2006. Feedback, noticing and instructed second language learning [J]. Applied Linguistics (3): 405-430.
Mackey, A., S. Gass & K. MacDonough. 2000. How do learners perceive implicit negative feedback [J]. Studies in Second Language Acquisition (4): 471-497.
Qi, D.S. & S. Lapkin. 2001. Exploring the role of noticing in a three stage second language writing task [J]. Journal of Second Language Writing (4): 277-303.
Robinson, P. 1995. Review article: attention, memory and the “noticing” hypothesis [J]. Language Learning 45: 283-331.
Robinson, P. 2003. Attention and memory during SLA [A]. The Handbook of Second Language Acquisition [C]. Malden: Blackwell. 631-678.
Rosa, E. & M.D. O'Neil. 1999. Explicitness, intake, and the issue of awareness: Another piece of the puzzle [J]. Studies in Second Language Acquisition (4): 511-556.
Schmidt, R. 1990. The role of consciousness in second language learning [J]. Applied Linguistics (11): 129-156.
Schmidt, R. 1995. Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning [A]. In R. Schmidt (ed.). Attention and Awareness in Foreign Language Learning [C]. Honolulu: University of Hawaii Press. 1-63.
Schmidt, R. 2001. Attention [A]. In P. Robinson (ed.). Cognition and Second Language Instruction [C]. New York: Cambridge University Press. 3-32.
Skehan, P.A. 1998. Cognitive Approach to Language Learning [M]. Oxford: Oxford University Press.
Swain, M. & S. Lapkin. 1995. Problems in output and the cognitive processes they generate: A step towards second language learning [J]. Applied Linguistics 16: 371-391.
Tomlin, R. & V. Villa. 1994. Attention in cognitive science and SLA [J]. Studies in Second Language Acquisition 16: 183-204.
Trustcott, J. 1998. Noticing in second language acquisition: a critical review [J]. Second Language Research (2): 103-135.
VanPatten, B. 1990. Attending to form and content in the input: An experiment in consciousness [J]. Studies in Second Language Acquisition (3): 287-301.
Vygotsky, L. 1934/1962. Thought and Language [M]. Cambridge: MIT press.
冯志静. 2015. 注意假设理论对英语读写课程整合的启示[J]. 内蒙古师范大学学报(教育科学版)(6): 81-83.
刘润清. 2013. 外语教学中的科研方法[M]. 北京:外语教学与研究出版社.
王改燕. 2007.“注意”在二语习得过程中的作用[J]. 西安外国语大学学报(3):41-44.
王俊菊. 2013. 国内二语写作过程研究的现状剖析[J]. 山东外语教学(5):7-11.
王小宁. 2015. 动态系统理论视阈下二语词汇习得中的“注意”机制运作研究[J]. 外语界(6): 54-60.
闫嵘. 2011. 二语写作中学习者自发注意与教师反馈引发注意的关系及其对习作修改的影响[J]. 解放军外国语学院学报(3):46-50.
赵永青、孙鑫. 2009. 二语写作过程中注意的分布和意识程度的研究[J]. 外语与外语教学(1): 32-36.

[1]	袁铭, 刘群, 孙海超, 谭洪胜. 基于变分推断和元路径分解的异质网络表示方法[J]. 上海交通大学学报, 2021, 55(5): 586-597.
[2]	张靖宜, 贺光辉, 代洲, 刘亚东. 融入BERT的企业年报命名实体识别方法[J]. 上海交通大学学报, 2021, 55(2): 117-123.
[3]	于翠红, 潘秀丽. 注意力视窗理论观照的隐喻汉英表征与认知路径——以《天堂蒜薹之歌》汉英版本为例[J]. 当代外语研究, 2019, 19(06): 54-63.
[4]	黄燕. 任务聚焦度与二语水平对产出驱动下词汇习得的影响[J]. 当代外语研究, 2019, 19(04): 37-47.
[5]	雷霄;. 探析优秀写作学习者的策略使用——社会文化途径[J]. 当代外语研究, 2016, 16(03): 34-39+93.
[6]	邹慧民;. 中国外语学习者自我生成的“形式关注”研究[J]. 当代外语研究, 2010, 10(08): 22-27+62.
[7]	唐向东, 杨玲慧,. 阻塞性睡眠呼吸暂停低通气综合征对认知和神经行为的影响[J]. 内科理论与实践, 2009, 4(05): 385-388.
[8]	严律南. 胰腺癌手术方法的选择及应注意的问题[J]. 外科理论与实践, 2002, 7(05): 334-336.