摘要
协作写作能够提升学习者写作技巧,提高写作质量和创造多种二语学习机会。本文旨在探究“学术英语写作”课中结对写作的具体合作形式及学习者体验,利用半结构化访谈收集数据,并对访谈数据进行主题性内容分析。研究表明,学习者的结对写作分三个阶段:确定写作思路、分工和汇总、面对面修改润色;多数学习者在结对写作过程中获得了积极的学习体验。影响学习者结对写作体验的因素主要有同伴态度、同伴二语水平和教师指导方式。本研究对于如何促进外语协作写作,尤其是结对写作,有一定参考价值。
Collaborative writing may enhance learners’writing skills,improve the quality of writing and create various second language learning opportunities.This study investigated learners'collaborative activities while they were engaged in writing in pairs in the course Academic English Writing and these learners'perceptions.Semistructured interviews were employed to collect data,which were analyzed thematically.This study revealed that these learners’pair writing had three phases:discussing and deciding a general writing outline,writing separately and then combining,collecting and polishing together.Most learners had positive experience and perceptions while writing in pairs.Three factors influenced learners'perceptions of pair writing,including peers'attitudes,peers'L2 competence,and the teacher's instruction.This study can shed light on the use of collaborative writing,especially pair writing in foreign language teaching contexts in China.
作者
陈亚琼
张庆华
CHEN Ya-qiong;ZHANG Qing-hua(School of Foreign Languages,China University of Geosciences,Beijing 100083)
出处
《牡丹江大学学报》
2020年第9期117-120,共4页
Journal of Mudanjiang University
基金
全国高校外语教学科研项目“英语经典作品自主阅读模式下的学生阅读身份认同研究”(2018BJ0023A)
中国地质大学(北京)2020年度本科教育质量提升计划建设项目(HHSKE202013)的阶段性成果。
关键词
协作写作
结对写作
学习者体验
同伴合作
collaborative writing
pair writing
learners'perceptions
peer cooperation
