基于有聲思維報(bào)告的大學(xué)生寫(xiě)作過(guò)程研究.pdf

1、In china, English writing has become increasingly important in recent years due to more attention being paid to students' productive abilities and the strongly proposed process-oriented approaches to the teaching of Engl

2、ish writing. English writing process has its unique features, which make it different from L1 writing process. One area of differences between L1 and L2 writing process lies in the impact and influence of the writer

3、's L1 on L2 writing. L1 is an added factor for L2 writing that is not presented in L1 writing. For this concern, people are interested in finding out what processes Chinese English learners go through when engaged in a w

4、riting task, and whether the English learners will switch to Chinese when they tackle problems in the process of writing. Researchers, consequently, have taken these questions as their research focuses and have turned ou

5、t some fairly interesting findings. This study investigated the subjects' L1 use in L2 composing process,and attempted to address the following questions: 1. What is the relationship between the L1 use and the qual

6、ity of the learners' compositions? 2. Since the use of L1 in L2 writing may also affected by the L1 belieff,so, (1) What are the learners' beliefs upon the L1 use in the L2 writing? (2) What are the rel

7、ationship between the L1 belief and L2 writing? 1.2 Needs of this Study Research into the use of LI in the L2 composing process has brought a new perspective on the study of the distinct nature of L2 writing

8、, and its discoveries also shed new light on a judicious understanding of the use of L1 in L2 writing and learning in general. Such kind of researeh in China is, however, still limited. First of all, how much L1 is