英语写作认知心理研究

Foreword by Guy Cook

Foreword by Yah Huang

List of Abbreviations

List of Tables

List of Figures

Chapter 1 An Overview

1.1 Introduction

1.2 Statement of the Problem

1.3 Purpose and Method of the Study

1.4 Significance of the Study

1.5 Organization of the Book

PART I A LITERATURE REVIEW OF PREVEIOUS STUDIES

Chapter 2 Studies on ENL Writing Processes

2.1 Introduction

2.2 Studies on the General Writing Process

2.3 Studies on the Sub-processes of Writing

2.4 Cognitive Models of the Writing Process

2.5 Chapter Summary

Chapter 3 Studies on ESL Writing Processes

3.1 Introduction

3.2 Studies 0n theGeneral:ProcesS of ESL Writing

3.3 Comparison of L1 and ESL Writing Processes

3.4 Use of the L1 and Translation in ESL Writing Processes

3.5 Chapter Summary

Chapter 4 Studies on EFL/FL Writing Processes

4. 1 Introduction

4.2 Comparison of L1 and EFL/FL Writing Processes

4.3 Use of the L1 and Translation in EFL/FLComposing Processes

4.4 Learning Strategy Use and EFL/FL WritingProcesses

4.5 Knowledge Level and EFL/FL Writing Processes

4.6 Chapter Summary

Chapter 5 Studies on the Writing Processes of Chinese Learners of English

5.1 Introduction

5.2 Studies on the Writing Processes of Chinese ESL Learners

5.3 Studies on the Writing Processes of Chinese EFL Learners

5.4 Chapter Summary

PART II A QUALITATIVE STUDY ON THE ENGLISH ICVRITING PROCESSES OF CHINESE EFL LEARNERS

Chapter 6 Rationale for the Study

6.1 Introduction

6.2 Need for Studies on EFL Writing Processes

6.3 Need for Studies on EFL Writers with Different English Proficiency

6.4 Need for Studies on the Writing Processes of Chinese EFL Learners

6.5 Need for Studies On Norr-English Majors in the Chinese Context

6.6 Methodological Strengths of the Study

6.7 Chapter Summary

Chapter 7 Methodology

7.1 Introduction

7.2 Safeguards for the Research Design of the Study

7.3 The Participants

7.4 Sources of Data

7.5 Procedures for Data Collection

7.6 Rationale for the Think-aloud Protocol as the Main Source of Data

7.7 Analysis of the Data

7.8 Chapter Summary

Chapter 8 Backgrounds, Perceptio/ts and Attitudes,Writing Processes, and Written Compositions of the Band 4 Group

8.1 Introduction

8.2 Writing Backgrounds of the Band 4 Group

8.3 Perceptions and Attitudes of the Band 4 Group

8.4 Writing Processes of the Band 4 Group

8.5 Features of Written Compositions of the Band 4 Group

8.6 Chapter Summary

Chapter 9 Backgrounds, Perceptions and Attitudes,Writing Processes,and Written Compositions of the Band 6 Group

9.1 Introduction

9.2 Writing Backgrounds of the Band 6 Group

9.3 Perceptions and Attitudes of the Band 6 Group

9.4 Writing Processes of the Band 6 Group

9.5 Features of Written Compositions of the Band 6 Group

9.6 Chapter Summary

Chapter 10 Backgrounds, Perceptions and Attitudes,Writing Processes, and Written Compositions of the Band 8 Group

10.1 Introduction

10.2 Writing Backgrounds of the Band 8 Group

10.3 Perceptions and Attitudes of the Band 8 Group

10.4 Writing Processes of the Band 8 Group

10.5 Features of Written Compositions of the Band 8 Group

10.6 Chapter Summary

Chapter 11 Cross-group Analysis of Subprocesses, Strategies,Written Compositions, and the Role of the Mother Tongue

11.1 Introduction

11.2 Sub-processes

11.3 Adoption of Writing Strategies by Category

11.4 Cross-group Tendencies in Writing Strategy Use

11.5 Role of the Mother Tongue

11.6 Features of Written Compositions

11.7 Chapter Summary

PART III INISIGHTS INTO EFL WRITING AND ITS INSTRUCTIONS IN THE CHINESE CONTEXT

Chapter 12 Relating L2 Proficiency to Thought Presentation,L2 Writing Competence, and the EFL Writing Process

12.1 Introduction

12. 2 Audience Awareness, Writing Fluency, Patterns,and Diversities

12. 3 Patterns and Tendencies in Writing Strategy Use

12.4 Mother Tongue, Medium of Thought, and Thought Presentation

12．5 A Model of L2 Writing Competence

12．6 A Model of the Writing Processes of Chinese EFL Learners

12．7 Chapter Summary

Chapter 13 Towards．a Model：for EFL Writing Instructions in the Chinese Context

13．1 Introduction

13．2 Pedagogical Implications for EFL Writing Instruction

13．3 Towards a Trinity Model：for EFL Writing Instructions in the Chinese Context

13．4 Chapter Summary

Chapter 14 Conclusions and Recommendations

14．1 Summary of the Studio

14．2 Limitations：ofith'e Study

14．3 Suggestioris fortFurther Research

14．4 Concluding Remarks

References

Appendix Ⅰ Questionnaire

Appendix Ⅱ The Writing Prompt

Appendix Ⅲ Questions Guiding Semi—structured Interviews