写作策略一直是二语写作研究中的一个热门话题,也引起了很多国内外学者的关注。本文将从社会文化理论角度阐释英语专业优秀写作学习者的写作策略,这种社会文化途径强调介入资源在策略使用中的重要性。研究数据来自我国华南某重点高校英语专业六名优秀写作学习者的面谈,结果表明他们在写作活动中使用了四种写作策略:实物介入、规则介入、社区介入和角色介入。他们策略使用中的其他特征包括介入资源的多样性,资源的个性化使用和提高语言知识与写作能力的共同目标。最后作者还对写作学习者如何更好地使用写作策略提出了建议。
Strategy studies have been a well established field in second language writing research and this article investigates English as a foreign language (EFL) learners' writing strategy use from a sociocultural perspective. Unlike the traditional focus on internal cognitive mechanisms in writing strategy studies, this sociocultural approach highlights the dialectic relationship between cognition and the sociocultural context and the importance of mediating resources in strategy use. Six good student writers from a Chinese university participated in the study, and data about their writing experience were collected through interviews. The findings showed that the participants used four types of writing strategies: artifact mediated, rule mediated, community mediated, and role mediated strategies. Other features of their strategy use include the diversity of mediating resources, idiosyncratic use of these resources, and the common goal to enhance their language knowledge and writing ability. Drawing on these findings, it is suggested that the sociocultural context of writing activities can be reconfigured to help writers enhance their strategy use and possible ways include artifact manipulation and community construction.
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