本文通过二语课堂教学实践阐述“读写双链二语写作教学模式”的理据。首先,二语写作教师通过精讲遴选的文本,引导学生进行“感知—加工—再加工—内化”文本,借此熟悉好作文标准,同时引导学生独立地深度加工文本,从而获得自我发现,这就是“感知—加工—再加工—内化文本阅读链”的理据。其次,教师检查学生产出文本,监控其写作特征与质量,给出诊断性反馈让其修改,学生参照多次反馈做多次修改,深化对原文的感知,这就是“产出—监控—反馈—修改/再修改写作链”的理据。这一探索性“读写双链二语写作教学模式”可以有效提高学生的二语读写水平。

This paper succinctly explicates the rationale behind an L2 writing instruction model practiced in classroom. Firstly, the Reading Chain consists of such links as student initial text perceiving, teacher-guided preliminary processing and student-regulated self-discovery prior to deeper text processing. Whereas, the Writing Chain comprises such links as student producing and teacher monitoring of texts, relevant types of feedback given to student writers, subsequent student revision and further feedback-referenced revision. Being exploratory in nature, this model has proven to enable student writers to improve their L2 writing competence.