文献导读 | 立陶宛英语课堂对过程写作法和后过程写作法的迫切需要
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征稿：二语写作
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本期导读：刘文静老师
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简介 Brief Introduction
Technology has altered communication style from face to face to written communication. An increased participation in chats, blogs, and other forms of social media along with a growing trend to work from home or to study on-line has increased the need to perfect academic written communication. Lithuanian students who have been trained in product approach are in desperate need to enhance skills in creativity, self-expression, independence and criticality, skills that can be taught through a process or a post-process approach to writing. An overview of product, process, and post-process approach suggests that second language learners trained in process or post-process approach display significant advantages in academic writing compared to students trained in product approach. Writing has been neglected as a skill for several reasons in Lithuanian English classrooms, yet the demand for academic writing in today’s world is increasing in accelerated speed. Process and post-process approach provides necessary skills that have been highly neglected in ESL teaching in Lithuanian schools and universities.
研究问题 Research Questions
--What is production writing?
--What are process writing and post-process writing?
--Why is it not suitable to apply the product writing?
--What problems Lithuanian ESL learners are faced with?
--Why there is a calling for process or post-process writing ?
研究方法 Research Methods
本文采取实证研究与解释性方法来阐释大学二外英语写作中过程写作法的重要性，以及应积极探究与应用过程写作法或者后过程写作法。虽然后两者还是存在一定的问题与缺陷，但在跟其他方法无数的对比与考证之后还是目前较实用以及较有效的学术写作方法。.
读后感 Comment
过程写作法有一个突出的缺陷就是耗时以及过程较繁琐复杂，因此在实际操作中因为学生课堂学习的时间有限，教师与学生的交际条件有限，因此效果并为得到最大发挥，但是对比结果写作法，过程以及后过程写作法具有更多的优势，特别是涉及抄袭，思维能力的拓展以及学生自我创新能力的培养等。因此，在对几所高校二外英语写作教学中，虽然科技给人们交流带来便利，但是涉及学术写作，以及正规性文字著作等，对写作还是有着更高的专业性要求，也更应严肃对待如何进行学术写作教学，让学生有节奏有步骤的进行创作与发现，让学生对自身感兴趣领域有所突破而非固定性抄袭与复制。
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