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作者 Yao, Lucy Chun-Kun
書名 Writing in English for academic purposes: Case studies of four Taiwanese graduate students
說明 275 p
附註 Source: Dissertation Abstracts International, Volume: 52-01, Section: A, page: 0101
Thesis (Ph.D.)--University of Minnesota, 1991
In recent decades, composition research has shifted its attention from product-oriented to process-oriented studies. First language studies on writing in the university, at both the undergraduate and the graduate levels, have gained increasing attention
The present naturalistic study employed think-aloud protocols to examine second language writing in the university. The subjects were four Taiwanese students who had just entered a graduate program and were writing to fulfill course requirements for the first time. Their protocols showed that the second language composing process is characterized by an interrelationship of reading and writing, relationships between the first language and the second language, and an interaction of context and cognition
Results of the study confirm that writing for academic purposes is a goal-directed activity, and that cognitive processes interact with contextual variables, such as the instructor's expectations, writing prompts, and the student writer's prior experience. As in other studies on academic writing, reading and writing are found to be interrelated. The position and frequency of reading the source text in the writing process seems to depend on the specific task at hand and the student's language proficiency
Results of the study also indicate that in second language writing, the students involved first planned and thought in their first language, and then translated and wrote in the second language. The efficiency of translating and the size of the linguistic chunk produced seem to depend on the second language proficiency of the student. Plagiarism, a common practice found among the subjects, seems to be attributable to their specific socio-cultural backgrounds
School code: 0130
Host Item Dissertation Abstracts International 52-01A
主題 Education, Language and Literature
Education, Higher
Alt Author University of Minnesota
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