Mother Tongue Transfer to the English Writing Process and Product ——A Study on Writing in English by A Group of Chinese Non-English Majors

论文摘要

本文旨在研究非英语专业大学生二语写作过程中母语的参与情况。通过计算母语的参与比率来了解学生在多大程度上依赖母语进行二语写作。母语在各个阶段的参与量与其对应阶段作文得分的相关分析有助于了解母语参与是否会起到促进或阻碍二语写作的作用。写作后问卷调查的数据结果展示了母语在二语写作中的具体影响以及学生使用母语的内在原因。研究所选被试均来自陕西教育学院学前教育专业两个自然班共计30名大一新生。每名被试在参加完一系列为本研究准备的培训并合格后进入正式试验，其中第一项任务要求写一篇记叙文；第二项任务要求写一篇看图作文。本研究采用有声思维法记录他们两篇文章的写作过程。写作结束后被试者需要填写一份问卷调查。通过对实验数据进行定量及定性分析，本研究得出以下结论：1）不管是看图写作，亦或是记叙文写作，所有学生都在很大程度上依赖母语，并且母语参与量在写作各阶段不尽相同。2）母语参与量与二语作文之间呈正相关，但其相关程度不具有统计意义。3）关于二语写作中使用母语的原因，很多学生认为是自己的二语水平不足引起的。很多学生意识到母语参与会阻碍自己二语写作时内容生成和语言运用。受母语影响，学生在内容生成阶段趋向于汉语到英语的直接翻译，从而生成不地道的甚至是错误的英语表达，严重影响写作质量。4）在认知语言学视角下，母语被视为一种学习策略，对于低水平学习者来说，适当情况下母语的合理参与，可以促进学习者二语写作水平的提高。英语写作教学中教师应指导学生正确合理的对待母语参与。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• CHAPTER Ⅰ. INTRODUCTION
• 1.1 Importance of L2 Writing
• 1.2 L2 Writing of Non-English Majors
• 1.3 Purpose of the Present Study
• 1.4 Significance of the Present Study
• 1.5 Structure of the Thesis
• CHAPTER Ⅱ. LITERATURE REVIEW
• 2.1 Theoretical Background
• 2.1.1 Theories of Language Transfer
• 2.1.1.1 The Behaviorist View and The Mentalist View
• 2.1.1.2 The Cognitive View
• 2.1.2 Several Approaches to Language Transfer Study
• 2.1.2.1 Approach to Contrastive Analysis
• 2.1.2.2 Approach to Error Analysis and Interlanguage
• 2.1.2.3 Approach to Learner Strategy
• 2.2 Relevant Empirical Research
• 2.2.1 Two Approaches to L2 Writing
• 2.2.1.1 Product-oriented Approach
• 2.2.1.2 Process-oriented Approach
• 2.2.2 Studies of Mother Tongue Transfer to L2 Writing
• 2.2.3 Related Definitions and Terminologies
• 2.2.3.1 Language Transfer
• 2.2.3.2 Second Language, Foreign Language and English learning
• 2.3 Summary
• 2.4 Research Questions
• CHAPTER Ⅲ. RESEARCH METHOD
• 3.1 Participants
• 3.2 Research Instruments
• 3.2.1 Experiment Tasks
• 3.2.1.1 Writing Tasks
• 3.2.1.2 Think- aloud Protocol
• 3.2.1.3 Questionnaire
• 3.2.1.4 Analytic Measure of Scoring
• 3.3 Research Design
• 3.4 Research Procedures
• 3.4.1 TAP Training and Pilot study
• 3.4.2 Data Collection
• 3.4.3 Data Analysis
• 3.4.3.1 The Validity and Reliability of the TAP Data
• 3.4.3.2 Analysis of the Recordings
• 3.4.3.3 Analysis of the Compositions
• 3.5 Limitations of Research Design
• CHAPTER Ⅳ. RESULTS AND DISCUSSION
• 4.1 Frequency of the Involvement of L1 Thinking in L2 Writing
• 4.2 The Relation between the amount of L1 Thinking and the Scores of L2 Writing Products
• 4.3 Involvement of L1 Thinking in Each Stage of L2 Writing Process
• 4.3.1 Involvement of L1 Thinking in Topic-analyzing
• 4.3.2 Involvement of L1 Thinking in Organization-generating
• 4.3.3 Involvement of L1 Thinking in Text-generating
• 4.3.4 Involvement of L1 Thinking in Revision and Editing
• 4.3.5 Summary
• CHAPTER Ⅴ. CONCLUSION
• 5.1 Major Findings of the Present Study
• 5.2 Implications
• 5.3 Limitations and Suggestions for Further Study
• REFERENCES
• APPENDIX Ⅰ: Writing Taskes
• APPENDIXⅡ: Post-writing Questionnaire （Chinese Version）
• Appendix Ⅲ: Writing Task of the Pilot Study
• Appendix Ⅳ: Jacobs’ Scoring Profile