基本介紹
- 書名：北美過程寫作法的理念與套用
- 作者：何佳佳
- ISBN：9787302449331
- 定價：68元
- 出版社：清華大學出版社
- 出版時間：2016.08.01
內容簡介,目錄,
內容簡介
本書是關於北美寫作理念在中國大學本科生英語寫作課中的應籃章用研究。本書以中國北京某高校大學三年級學生為研究對象，對學生進行洪仔朵了一系列以北美“支架式”過程寫作教學法為主導的厚境潤己寫作講座和輔導。通過質性研究方法和大量的課堂觀察，本書考察了學生英語寫作的現埋煉熱狀 和面臨的困難，並提出相兵多臘應的應對策略。研究表明，“支架式”過程寫作法的有效實施能夠幫 助學生增強英語寫作信心，挖掘英語寫作潛力，逐步提高自主寫作能力。 本書為廣大英語寫作課教師提供了寫作教學方法方面的指導，具有較強的實踐意義；也為 英語寫作研究者提供了一手的實證案例和數據，寒嘗紙悼對大學英語寫作教學研究有一定的借鑑意義漏翻迎。
目錄
Chapter 1 Introduction to an EFL Writing Workshop
and Its Research Context 1
1.1 Theoretical Background of the Study 2
1.2 Statement of the Phenomenon 4
1.3 Current Educational Context of the Study 10
Chapter 2 North American ESL Writing Theories and
English Writing Instruction in China 15
2.1 Overview of ESL Writing Research 15
2.2 Approaches to L2 Writing Pedagogy: An Overview of
Current Trends 17
2.2.1 Focus on Form and Current-Traditional Rhetoric, 1966– 17
2.2.2 Focus on the Writer: Expressionism and
Cognitivism, 1976– 18
2.2.3 Focus on Disciplinary Content and Discursive
Practices, 1986– 21
2.2.4 Focus on Readers and Discursive Communities: Social
Constructionism, 1986...
2.2.5FocusonSociopoliticalIssuesandCritical
Pedagogy,1990–23
2.3TheContextofEducationinChina26
2.3.1HistoricalBackground26
2.3.2TheGoalofEducation27
2.3.3TheRoleoftheTeacher28
2.3.4ClassroomParticipation28
2.3.5CulturalFramework29
VIThePrinciplesandApplicationsofNorthAmericanProcessWritingApproach
2.4CurrentEnglishWritingInstructionandClassroom
PracticeinChina30
2.4.1OverviewofEnglishWritingInstruction30
2.4.2EnglishWritingTeachingandResearchinChina33
2.5NorthAmericanProcessWritingApproachFramework
inanEFLSetting34
2.5.1CharacteristicsoftheL2Writer35
2.5.2L1Reader—AudienceoftheL2Text36
2.5.3L2Text—GenreandDiscourseCommunities37
2.5.4ContextsforL2Writing—Cultural,Social,and
SituationalAspectsofWriting40
2.5.5InteractioninanAuthenticEFLSetting41
2.6BuildingAdequateWritingCompetenceAmongEFL
UniversityStudents42
2.6.1ComponentsofWritingProficiency42
2.6.2FactorsAffectingESL/EFLWritingDevelopment42
2.7Summary43
Chapter3 AProcessWritingWorkshopConductedata
ChineseUniversity45
3.1TheQualitativeNatureoftheStudy45
3.2OverviewoftheStudy47
3.2.1ResearchSetting49
3.2.2Participants52
3.3DesignoftheWritingWorkshop58
3.3.1TheoreticalBasisoftheWritingWorkshop58
3.3.2GoalsandObjectivesoftheWritingWorkshop58
3.3.3WritingWorkshopDescription59
3.4ThreeSetsofEmpiricalData60
3.4.1ProcessData62
ContentsVII
3.4.2ProductData63
3.4.3PerceptionData63
3.5TheAnalysisofThreeSetsofData67
3.5.1ProcessData68
3.5.2ProductData69
3.5.3PerceptionData69
3.6TheTrustworthinessoftheStudy71
3.6.1Credibility71
3.6.2Transferability72
3.6.3Dependability73
3.6.4Confirmability73
3.7Summary74
Chapter4 ChineseWritingTeachers’ClassroomPractice
andPerceptionsofProcessWritingApproach75
4.1ProblemsandConcernsinEFLStudentEnglishWriting75
4.2EFLTeachers’WritingClassPractice78
4.2.1Gao’sWritingClass79
4.2.2Chen’sWritingClass80
4.2.3Wang’sWritingClass81
4.2.4Lin’sWritingClass83
4.3EFLTeachers’PerceptionsofNorthAmericanProcess
WritingActivities84
4.3.1Gao’sPerception84
4.3.2Chen’sPerception85
4.3.3Wang’sPerception86
4.3.4Lin’sPerception87
VIIIThePrinciplesandApplicationsofNorthAmericanProcessWritingApproach
Chapter5 Students’Experiences,Attitudesand
AchievementsfromtheProcessWriting
Workshop91
5.1Students’PreviousWritingExperiencesandAttitudes91
5.1.1PreviousWritingExperiences92
5.1.2PreviousWritingAttitudes93
5.2Students’WorkshopWritingExperiencesandAttitudes94
5.2.1MostLikedWorkshopActivitiesandStudents’
Attitudes95
5.2.2LeastLikedWorkshopActivitiesandStudents’
Attitudes100
5.2.3AttitudesTowardSpecificWritingStrategies102
5.3Students’WrittenEvaluationsofWorkshopSessions111
5.3.1StrategiestoGetStarted112
5.3.2RaisingAwarenessAboutWriting113
5.3.3TakingChargeofTheirOwnLearningintheWriting
Process113
5.3.4LearningSpecificStrategiesandApplyingto
OwnWriting115
5.4Students’WritingSamplesintheWorkshop119
5.4.1OntheTextualTransitions121
5.4.2OnProvidingDetailstoImproveClarityand
ReinforceArguments122
5.4.3OnProvidingVividDescriptions124
5.4.4OnProvidingSupportingEvidencetoGeneral
Assertions126
5.4.5RevisionofOpeningParagraph129
ContentsIX
5.5MainAchievementsfromtheWritingWorkshop130
Chapter6 DiscussionandInterpretationoftheProcess
WritingWorkshop133
6.1OverallDiscussionandInterpretation136
6.1.1TheConceptofWritingandLearningtoWrite136
6.1.2OvercomingWritingApprehensionandApplying
WritingStrategies138
6.1.3TheRecursiveWritingProcessintheWorkshop139
6.2ConflictandConvergenceBetweenTraditionalChinese
LearningandWesternStyleLearning141
6.2.1TheFundamentalPrinciplesBehindChinese
andAmericanComposition141
6.2.2ConflictsBetweenChineseEducationalTraditions
andWesternPedagogy146
6.3AdaptingandTailoringWritingCoursesforEFLStudents152
6.3.1BuildingAdequateWritingProficiency152
6.3.2InteractionsAmongFourComponentsofWriting
Proficiency153
Chapter7 TheImplicationsofTeachingEnglishWriting
inChineseUniversities157
7.1Conclusions157
7.2ImplicationsforCurrentEFLWritingPractice158
7.2.1AdjustingStudents’AttitudesTowardEnglish
Writing159
7.2.2ProvidingSupportforWritingCompetence
Development160
7.2.3ConsideringRealisticTeachingContext161
7.2.4MakingCulturalAdaptations162
XThePrinciplesandApplicationsofNorthAmericanProcessWritingApproach
7.3FutureResearchinEFLWirtinginChina164
7.3.1IndividualizedLearningandCollaborative
Learning164
7.3.2Hyper-textualLearning165
7.4ConcludingRemark167
References169
Appendix179
ListofTables
Table1:DemographicInformationofStudentParticipants53
Table2:DemographicInformationofEFLTeacherParticipants56
Table3:PreviousAttitudesTowardWritinginEnglish93
Table4:SummaryofWorkshopWritingStrategiesandStudent
Perceptions102
VIThePrinciplesandApplicationsofNorthAmericanProcessWritingApproach
2.4CurrentEnglishWritingInstructionandClassroom
PracticeinChina30
2.4.1OverviewofEnglishWritingInstruction30
2.4.2EnglishWritingTeachingandResearchinChina33
2.5NorthAmericanProcessWritingApproachFramework
inanEFLSetting34
2.5.1CharacteristicsoftheL2Writer35
2.5.2L1Reader—AudienceoftheL2Text36
2.5.3L2Text—GenreandDiscourseCommunities37
2.5.4ContextsforL2Writing—Cultural,Social,and
SituationalAspectsofWriting40
2.5.5InteractioninanAuthenticEFLSetting41
2.6BuildingAdequateWritingCompetenceAmongEFL
UniversityStudents42
2.6.1ComponentsofWritingProficiency42
2.6.2FactorsAffectingESL/EFLWritingDevelopment42
2.7Summary43
Chapter3 AProcessWritingWorkshopConductedata
ChineseUniversity45
3.1TheQualitativeNatureoftheStudy45
3.2OverviewoftheStudy47
3.2.1ResearchSetting49
3.2.2Participants52
3.3DesignoftheWritingWorkshop58
3.3.1TheoreticalBasisoftheWritingWorkshop58
3.3.2GoalsandObjectivesoftheWritingWorkshop58
3.3.3WritingWorkshopDescription59
3.4ThreeSetsofEmpiricalData60
3.4.1ProcessData62
ContentsVII
3.4.2ProductData63
3.4.3PerceptionData63
3.5TheAnalysisofThreeSetsofData67
3.5.1ProcessData68
3.5.2ProductData69
3.5.3PerceptionData69
3.6TheTrustworthinessoftheStudy71
3.6.1Credibility71
3.6.2Transferability72
3.6.3Dependability73
3.6.4Confirmability73
3.7Summary74
Chapter4 ChineseWritingTeachers’ClassroomPractice
andPerceptionsofProcessWritingApproach75
4.1ProblemsandConcernsinEFLStudentEnglishWriting75
4.2EFLTeachers’WritingClassPractice78
4.2.1Gao’sWritingClass79
4.2.2Chen’sWritingClass80
4.2.3Wang’sWritingClass81
4.2.4Lin’sWritingClass83
4.3EFLTeachers’PerceptionsofNorthAmericanProcess
WritingActivities84
4.3.1Gao’sPerception84
4.3.2Chen’sPerception85
4.3.3Wang’sPerception86
4.3.4Lin’sPerception87
VIIIThePrinciplesandApplicationsofNorthAmericanProcessWritingApproach
Chapter5 Students’Experiences,Attitudesand
AchievementsfromtheProcessWriting
Workshop91
5.1Students’PreviousWritingExperiencesandAttitudes91
5.1.1PreviousWritingExperiences92
5.1.2PreviousWritingAttitudes93
5.2Students’WorkshopWritingExperiencesandAttitudes94
5.2.1MostLikedWorkshopActivitiesandStudents’
Attitudes95
5.2.2LeastLikedWorkshopActivitiesandStudents’
Attitudes100
5.2.3AttitudesTowardSpecificWritingStrategies102
5.3Students’WrittenEvaluationsofWorkshopSessions111
5.3.1StrategiestoGetStarted112
5.3.2RaisingAwarenessAboutWriting113
5.3.3TakingChargeofTheirOwnLearningintheWriting
Process113
5.3.4LearningSpecificStrategiesandApplyingto
OwnWriting115
5.4Students’WritingSamplesintheWorkshop119
5.4.1OntheTextualTransitions121
5.4.2OnProvidingDetailstoImproveClarityand
ReinforceArguments122
5.4.3OnProvidingVividDescriptions124
5.4.4OnProvidingSupportingEvidencetoGeneral
Assertions126
5.4.5RevisionofOpeningParagraph129
ContentsIX
5.5MainAchievementsfromtheWritingWorkshop130
Chapter6 DiscussionandInterpretationoftheProcess
WritingWorkshop133
6.1OverallDiscussionandInterpretation136
6.1.1TheConceptofWritingandLearningtoWrite136
6.1.2OvercomingWritingApprehensionandApplying
WritingStrategies138
6.1.3TheRecursiveWritingProcessintheWorkshop139
6.2ConflictandConvergenceBetweenTraditionalChinese
LearningandWesternStyleLearning141
6.2.1TheFundamentalPrinciplesBehindChinese
andAmericanComposition141
6.2.2ConflictsBetweenChineseEducationalTraditions
andWesternPedagogy146
6.3AdaptingandTailoringWritingCoursesforEFLStudents152
6.3.1BuildingAdequateWritingProficiency152
6.3.2InteractionsAmongFourComponentsofWriting
Proficiency153
Chapter7 TheImplicationsofTeachingEnglishWriting
inChineseUniversities157
7.1Conclusions157
7.2ImplicationsforCurrentEFLWritingPractice158
7.2.1AdjustingStudents’AttitudesTowardEnglish
Writing159
7.2.2ProvidingSupportforWritingCompetence
Development160
7.2.3ConsideringRealisticTeachingContext161
7.2.4MakingCulturalAdaptations162
XThePrinciplesandApplicationsofNorthAmericanProcessWritingApproach
7.3FutureResearchinEFLWirtinginChina164
7.3.1IndividualizedLearningandCollaborative
Learning164
7.3.2Hyper-textualLearning165
7.4ConcludingRemark167
References169
Appendix179
ListofTables
Table1:DemographicInformationofStudentParticipants53
Table2:DemographicInformationofEFLTeacherParticipants56
Table3:PreviousAttitudesTowardWritinginEnglish93
Table4:SummaryofWorkshopWritingStrategiesandStudent
Perceptions102
