The Cognitive and Metacognitive Strategies NNES Writers Performed When Composing in L1 and L2_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

專書基本資料
外文摘要
參考文獻

題名：	The Cognitive and Metacognitive Strategies NNES Writers Performed When Composing in L1 and L2
作者：	游毓玲
作者(外文)：	You, Yu-ling
書刊名：	門內日與月 : 鄭錦全先生七秩壽慶論文集;鍾榮富, 劉顯親, 胥嘉陵, 何大安 (編輯)
頁次：	237-264
出版日期：	2006
出版項：	臺北市:中央研究院語言學研究所
主題關鍵詞：	EFL writing；L1 writing；Writing strategies；Metacognitive strategies；Metacognitive regulation
學門：	語言學
資料類型：	專書論文
相關次數：	被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:33

Writing is a complex cognitive activity that involves both cognitive knowledge and strategies for writing, and metacognitive knowledge and strategies that regulate one’s cognitive writing process and actions. The cognitive activity of writing can be even more complicated for the NNES writers when they learn to write in English, for their native language and the literacy skills acquired in the L1 inevitably exert influences on their L2 writing process and performance. Thus, this study intends to investigate the cognitive and metacognitive strategies the NNES writers, including both EFL experienced writers and inexperienced writers, employ when they compose in both their native language, Chinese, and the target language, English. The six subjects were required to write on the same topic in both L1 and L2; they verbally reported their writing processes by thinking-aloud, and the processes were audio and video-taped. Their think-aloud protocols were then analyzed, and the time spent on the cognitive and metacognitive strategies were calculated. The results indicate firstly, the NNES writers spent more time on strategy use when they composed in English than in Chinese. Secondly, the EFL experienced writers appeared to be more like knowledge-transformer in English, but more like knowledge-teller in Chinese. Thirdly, the statistical results lend further supports to the differences between EFL experienced and inexperienced writers reported in the literature. Future research should investigate more NNES subjects with various L1 language proficiency so that the influence of L1 on how NNES learn to write in English can be further explored.

以文找文

期刊論文
1.	Cumming, A.(1989)。Writing expertise and second language proficiency。Language Learning，39(1)，81-141。
2.	Raimes, A.(1985)。What unskilled EFL students do as they write: a classroom study of composing。TESOL Quarterly，19(2)，229-258。
3.	Silva, T.(1993)。Toward and understanding of the distinct nature of L2 writings: the ESL research and its implications。TESOL Quarterly，27(4)，657-677。
4.	Connor, Ulla(2002)。New directions in contrastive rhetoric。TESOL Quarterly，36(4)，493-510。
5.	Raimes, Ann(1991)。Out of the woods: Emerging traditions in the teaching of writing。TESOL Quarterly，25(3)，407-430。
6.	Jacobs, J. E.、Paris, Scott G.(1987)。Children's Metacognition about Reading: Issues in Definition, Measurement, and Instruction。Educational Psychologist，22(3/4)，255-278。
7.	Kobayashi, H.、Rinnert, C.(1992)。Effects of first language on second language writing: Translation versus direct composition。Language Learning，42(2)，183-209。
8.	Edelsky, C.(1982)。Writing in a bilingual program: the relation of L1 and L2 texts。TESOL Quarterly，16(2)，211-228。
9.	Kubota, Ryuko(1998)。An investigation of L1-L2 transfer in writing among Japanese university students: implications for contrastive rhetoric。Journal of Second Language Writing，7(1)，69-100。
10.	Mohan, B. A.、Lo, W. A. Y.(1985)。Academic writing and Chinese students: Transfer and development factors。TESOL Quarterly，19(3)，515-534。
11.	Carmen Valero-Garcés(1996)。Contrastive ESP rhetoric: Metatext in Spanish-English economics texts。English for Specific Purposes，15(4)，279-294。
12.	Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。
13.	Flower, Linda、Hayes, John R.(1981)。A Cognitive Process Theory of Writing。Research in the Teaching of English，15(3)，329-343。
14.	Zamel, Vivian(1983)。The Composing Processes of Advanced ESL Students: Six Case Studies。TESOL Quarterly，17(2)，165-187。
15.	Schraw, G.、Moshman, D.(1995)。Metacognitive theories。Educational Psychology Review，7(4)，351-371。
16.	Sasaki, M.(2000)。Toward an Empirical Model of EFL Writing Processes: An Exploratory Study。Journal of Second Language Writing，9(3)，259-291。
17.	Zhu, Y.(1997)。An analysis of structural moves in Chinese sales letters。Text，17(4)，543-566。

會議論文
1.	You, Y. L.、Joe, S. G.(2004)。The impacts of self-regulation upon EFL writers' performance。The 21th international conference on English teaching and learning in the Republic of China。Taipei：Crane。787-798。
2.	Kuo, S. L.、Tseng, D. S. D.(1986)。Writing as a cognitive process: a protocol analysis。The third Conference on English Teaching and Learning in the R.O.C.。Changhua, Taiwan。
3.	Liu, C. K.(1997)。Locations of L1-L2 translation that occur in English writing。Taipei：Crane。401-416。
4.	Liu, C. K.(1999)。Identifying the writing processes a college student has to undergo: the generating model。Taipei：Crane。303-312。
5.	You, Y. L.(2001)。To write well is to think clearly: suggestions for teaching EFL writers how to write logically。18th Conference of English Teaching and Learning in the Republic of China。Taipei：Crane。391-406。
6.	You, Y. L.(2000)。Language transfer and logical thinking in EFL writing。The Sixteenth Conference on English Teaching and Learning in the Republic of China。Taipei：Crane Publishing。108-121。

學位論文
1.	Chi, C. H.(2004)。An analysis of text structures employed by EFL beginning writers(碩士論文)。National Yunlin University of Science & Technology，Yunlin, Taiwan。
2.	Yang, P. H.(2005)。Comparing LI and L2 writing processes of EFL inexperienced writers(碩士論文)。National Yunlin University of Science & Technology。
3.	Lee, I. C.(2005)。Comparing EFL Mature Writers, LI and L2 Writing Processes(碩士論文)。National Yunlin University of Science and Technology，Yunlin。
4.	Lee, Y. H.(2005)。Exploring EFL Writers, Self-regulation during Composing Process(碩士論文)。National Yunlin University of Science & Technology。

圖書
1.	You, Y. L.(2002)。Taiwaneses College Students, Metacognitive Awareness of Writing in English。Taipei：Crane。
2.	Connor, U.、Kaplan, R. B.(1987)。Writing across languages: Analysis of L2 text。Reading, MA：Addison-Wesley。
3.	Grabe, William、Kaplan, Robert B.(1996)。Theory and practice of writing: An applied linguistic perspective。Longman。
4.	Leki, I.(1992)。Understanding ESL writers: A guide for teachers。Portsmouth, NH：Boynton/Cook Publishers。

圖書論文
1.	Carrell, P. L.(1987)。Text as interaction: Some implications of text analysis and reading research for ESL composition。Writing across languages: Analysis of L2 text。Reading, MA：Addison-Wesley。
2.	Connor, U.(2003)。Changing currents in contrastive rhetoric: implications for teaching and research。Exploring the Dynamics of Second Language Writing。Cambridge：Cambridge University Press。
3.	Devine, J.(1993)。The role of metacognition in second language reading。Reading in the Composition Classroom: Second Language Perspectives。Boston：Heinle and Heinle。
4.	Hayes, J. R.(1996)。A new framework for understanding cognition and affect in writing。The science of writing: Theories, Methods, Individual Differences and Applications。Lawrence Erlbaum Associates。
5.	Hinds, J.(1990)。Inductive, deductive, quasi-inductive: expository writing in Japanese, Korean, Chinese, and Thai。Coherence in Writing: Research and Pedagogical Perspectives。Alexandria, VA：TESOL。
6.	Johns, A. M.(1990)。LI composition theories: implications for developing theories of L2 composition。Second Language Writing: Research Insights for the Classroom。Cambridge：Cambridge University Press。
7.	Kaplan, R. B.(1983)。An introduction to the study of written texts: the discourse compact。Annual Review of Applied Linguistics。Rowley：Newbury House Publishers。
8.	Hinds, J.(1987)。Reader versus writer responsibility: A new typology。Writing across languages: Analysis of L2 text。Reading, MA：Addison-Wesley。
9.	Baker, L.、Brown, A. L.(1984)。Metacognitive skills of reading。Handbook of reading research。New York：Academic。
10.	Silva, Tony(1990)。Second language composition instruction: Developments, issues, and directions in ESL。Second language writing: Research insights for the classroom。New York：Cambridge University Press。
11.	Friedlander, A.(1990)。Composition in English: effects of a first language on writing in English as a second language。Second language writing: Research insights for the classroom。Cambridge University Press。
12.	Hacker, D. J.(1998)。Definitions and empirical foundations。Metacognition in educational theory and practice。Mahwah, NJ：Boca Raton：Erlbaum：Routledge。
13.	Schraw, G.(2001)。Promoting general metacognitive awareness。Metacognition in learning and instruction: Theory, research and practice。Boston：Kluwer Academic Publishers。
14.	Scardamalia, M.、Bereiter, C.(1987)。Knowledge telling and knowledge transforming in written composition。Advances in Applied Psycholinguistics, Vol. 2: Reading, Writing, and Language Learning。Cambridge：New York：Cambridge University Press。
15.	Paris, S. G.、Winograd, P. W.(1990)。How metacognition can promote academic learning and instruction。Dimensions of thinking and cognitive instruction。Hillsdale, NJ：Lawrence Erlbaum Associates。
16.	Kaplan, R. B.(1987)。Cultural thought patterns revisited。Writing across languages: Analysis of L2 text。Reading, Massachusetts：Addison-Wesley Publishing Company。
17.	Flavell, J. H.(1987)。Speculations about the nature and development of metacognition。Metacognition, Motivation, and Understanding。Lawrence Erlbaum。
18.	Brown, A. L.(1987)。Metacognition, executive control, self-regulation and other more mysterious mechanism。Metacognition, motivation and understanding。Hillsdale, NJ：Lawrence Erlbaum Associates。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	Applying Semantic Mapping in EFL Writing Classroom: A Study on Taiwanese Beginning Writers
2.	Enhancing EFL Writers' Metacognitive Awareness of Writing Strategy in English Writing
3.	How to Teach English Writing Metacognitively in Taiwan EFL Classroom

無相關博士論文

無相關書籍

無相關著作

無相關點閱

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫