摘要
本个案研究主要运用写作者有声思维理论和回顾访谈考察了我国六名英语专业学生在限时写作中提取英语语块的思维特征。结果显示，在提取固定表达式和有替换成分的词组过程中，学生主要表现出三种思维特征：自动提取、词在唇边和语块搭建；学生每写100个英文词，其自动提取和语块搭建的频次在两个年级水平上具有显著差异。后续研究进一步发现，语块搭建在母语（汉语）学习者和高水平英语学习者写作过程中都未发生，似乎表明语块搭建是一定英语水平之下的二语学习者提取语块时的独特思维特征。该研究结果的理论和教学意义得到相应讨论。
The present case study analyzed retrieving patterns of lexical sequences in six English majors＇ timed writing processes on the basis of student writers＇ think-aloud protocols and stimulated recalls. Results showed when students retrieved fixed expressions and those with substitute components three major patterns emerged： automatic retrieval, ＂tip-of-the-tongue＂ （ TOT ） phenomenon and piecemeal construction. There was also a significant proficiency difference between grades in the frequency of using automatic retrieval and piecemeal construction when students wrote down every 100 English words. A follow-up study further revealed that piecemeal construction did not occur in writing proceses either by L1 （ Chinese ） learners or by advanced L2 learners. The results seemed to suggest that piecemeal construction would be a unique retrieving pattern of lexical sequences among student writers below a certain L2 proficiency level. Theoretical and pedagogical implications of the study were then discussed.
出处
《外语与外语教学》
CSSCI
北大核心
2010年第1期22-26,共5页
Foreign Languages and Their Teaching
关键词
语块
提取特征
搭建
二语写作
lexical sequences
retrieving pattern
piecemeal construction
L2 writing
