【摘要】 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 EFL 学生的写作策略。以前写作策略的研究通常过度强调学习者头脑中的认知机制,本文探索的社会文化路子辩证地看待认知和环境的关系以及介入资源在策略使用中的重要性。研究数据来自一所中国重点大学六名优秀的英语专业学生的面谈,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和写作能力的共同目标。基于对策略使用中社会文化资源的分析,作者建议教师可利用实物和建立社区来改变写作环境以帮助学生提高使用写作策略的能力。更多还原

【Abstract】 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 proficient English majors 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 teachers can reconfigure the sociocultural context of writing activities to help students enhance their strategy use and possible ways include artifact manipulation and community construction.更多还原