文献导读 | 过程写作法对二语学习者写作的影响

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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

The process oriented approach to teaching writing in the classroom is an idea that began three decades ago as the result of extensive research on literacy acquisition for majority language learners. Since that initial research, process oriented instruction has been used in many classrooms across the country with different types of learners, implemented by different types of interpretations and teaching styles (Reyes ,1991a). The appropriateness of such instruction for learners from minority cultures and speakers of minority languages has been questioned by some research ers (Delpit, 1986; Reyes, 1991a, 1991b; Valdés, 1988, 1992). This review examines the foundation of the process oriented approach and current theories of literacy acquisition. The efficacy of implementing this teaching approach with second language learners is examined through a review of the pertinent literature and an examination of recent case studies.

研究问题 Research Questions 

1) the process oriented approach to teaching writing and the theoretical assumption underlying this approach; the theory of literacy acquisition. 

2) concerning use of the process oriented approach when teaching the second language learner

研究方法 Research Methods 

本文应用实证研究法结合质性研究探索过程写作法的特征与对学生写作的影响。通过调查学生，进行前测后测反应学生对于过程写作法的认知与实际应用的情况。由于调查对象是二语习得学生，因此此研究对于二语习得学生更具针对性。此研究者对于自身在二外教学的实践中对于学生的学习习惯培养也提出悟性反思。

读后感 Comment 

写日记一直是个好习惯，本文中作者也提出对学生的写日记的鼓励与保护，它是培养学生写作能力的基础与维持爱好。过程写作法一直以培养学生的兴趣与求知欲望著称，并能积极配合学生而非强制性要求写作。在此注重过程式的方法更能培养学生的认知与思维能力，同时在纠正过程中学生与同伴还有教师一起的评估与讨论也可以增强学生的元认知与批判性思维。虽然过程写作法耗时较长过程较繁琐，但是同时也是丰富写作课的表现，是增加课堂有趣性与挑战性的好选择。

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