英語寫作認知心理研究（簡體書）

本書從歷史與現實的角度分析了前人對英語寫作過程的研究，結合認知心理學的最新研究成果，有針對性地研究了中國大學生的英語寫作過程，提出了外語寫作的思維模式、能力模式、過程模式和教學模式。
本書由三部分組成，共分十四章。除“引言”和“結論與建議”外，第一部分為理論綜述部分，分為四章，較為詳盡地綜述了國內外有關英語寫作過程的研究歷史和現狀，主要包括英語作為母語或第一語言的寫作過程研究、英語作為第二語言的寫作過程研究、英語作為外語和其他外語的寫作過程研究、中國學生的英語寫作過程研究。在此基礎上分析了前人研究的局限性和研究空白，指出了研究中國學生寫作過程的必要性和意義。
本書的第二部分為經驗性研究部分，分為六章。首先論證了本研究的設計依據，描述了研究方法的設計、數據的收集和分析；然后敘述了本研究的主要結果和發現，其中包括：三組受試學生的寫作過程、寫作行為、組內和組間的共同點和不同之處；所使用的寫作策略的種類、使用頻率、組內和組問的不同和相似之處；學生的英語水平與寫作子過程、策略的使用情況、母語的使用情況以及作文文本特點之間的關係。同時發現，學生英語水平的高低能夠影響英語寫作過程中的寫前和寫中階段；學生的英語水平能夠影響部分寫作策略的使用，存在不同程度的正相關或負相關，在其他一些策略的使用方面，可能存在“門檻”現象；學生的英語水平直接影響到學生思維語言的選擇和母語的使用量；學生英語水平的高低明顯影響英語作文的文本特點和質量。
本書的第三部分包括三章，主要探討了外語寫作教學的理論框架。首先在前人研究成果的基礎上，結合中國的實際情況，分析并討論了主要研究發現的成因和相關理論依據，提出了有關“語言水平和思想表達”、“二語寫作能力”、“中國學生寫作過程基本模式”等假設性理論。然后多視角探討了研究成果對寫作教學的啟示，強調了過程教學法、寫作策略培訓、有效使用母語、．蔓為學，而寫”和“為寫而學”相結合的重要性，并針對中國學生的特點提出寧撼高英語寫作教學水平的嘗試性建議，構想了“成品一過程一實踐”三位一體的寫作教學框架。

王俊菊，博士，山東大學外國語學院教授，應用英語系主任。1987年獲山東大學英語文學學士學位，1993獲山東大學雙語翻譯文學碩士學位，2004年獲香港中文大學應用語言學哲學博士學位。1999—2000在英國雷丁大學做訪問學者，并訪學美國、加拿大，新加坡、韓國等地。長期從事英語教學和應用語言學領域的研究工作。合著有Introduc-tiontoAcademicWriring，主編、參編教材和學習書籍多部，并在AsianJournalofEnglishLaguageTeaching、JournalofAsiarlTEFL等國內外重要學術期刊上發表論文多篇。

Foreword by Guy Cook
Foreword by Yah Huang
List of Abbreviations
List of Tables
List of Figures
Chapter 1 An Overview
1.1 Introduction
1.2 Statement of the Problem
1.3 Purpose and Method of the Study
1.4 Significance of the Study
1.5 Organization of the Book
PART I A LITERATURE REVIEW OF PREVEIOUS STUDIES
Chapter 2 Studies on ENL Writing Processes
2.1 Introduction
2.2 Studies on the General Writing Process
2.3 Studies on the Sub-processes of Writing
2.4 Cognitive Models of the Writing Process
2.5 Chapter Summary
Chapter 3 Studies on ESL Writing Processes
3.1 Introduction
3.2 Studies 0n theGeneral:ProcesS of ESL Writing
3.3 Comparison of L1 and ESL Writing Processes
3.4 Use of the L1 and Translation in ESL Writing Processes
3.5 Chapter Summary
Chapter 4 Studies on EFL/FL Writing Processes
4. 1 Introduction
4.2 Comparison of L1 and EFL/FL Writing Processes
4.3 Use of the L1 and Translation in EFL/FLComposing Processes
4.4 Learning Strategy Use and EFL/FL WritingProcesses
4.5 Knowledge Level and EFL/FL Writing Processes
4.6 Chapter Summary
Chapter 5 Studies on the Writing Processes of Chinese Learners of English
5.1 Introduction
5.2 Studies on the Writing Processes of Chinese ESL Learners
5.3 Studies on the Writing Processes of Chinese EFL Learners
5.4 Chapter Summary
PART II A QUALITATIVE STUDY ON THE ENGLISH ICVRITING PROCESSES OF CHINESE EFL LEARNERS
Chapter 6 Rationale for the Study
6.1 Introduction
6.2 Need for Studies on EFL Writing Processes
6.3 Need for Studies on EFL Writers with Different English Proficiency
6.4 Need for Studies on the Writing Processes of Chinese EFL Learners
6.5 Need for Studies On Norr-English Majors in the Chinese Context
6.6 Methodological Strengths of the Study
6.7 Chapter Summary
Chapter 7 Methodology
7.1 Introduction
7.2 Safeguards for the Research Design of the Study
7.3 The Participants
7.4 Sources of Data
7.5 Procedures for Data Collection
7.6 Rationale for the Think-aloud Protocol as the Main Source of Data
7.7 Analysis of the Data
7.8 Chapter Summary
Chapter 8 Backgrounds, Perceptio/ts and Attitudes,Writing Processes, and Written Compositions of the Band 4 Group
8.1 Introduction
8.2 Writing Backgrounds of the Band 4 Group
8.3 Perceptions and Attitudes of the Band 4 Group
8.4 Writing Processes of the Band 4 Group
8.5 Features of Written Compositions of the Band 4 Group
8.6 Chapter Summary
Chapter 9 Backgrounds, Perceptions and Attitudes,Writing Processes,and Written Compositions of the Band 6 Group
9.1 Introduction
9.2 Writing Backgrounds of the Band 6 Group
9.3 Perceptions and Attitudes of the Band 6 Group
9.4 Writing Processes of the Band 6 Group
9.5 Features of Written Compositions of the Band 6 Group
9.6 Chapter Summary
Chapter 10 Backgrounds, Perceptions and Attitudes,Writing Processes, and Written Compositions of the Band 8 Group
10.1 Introduction
10.2 Writing Backgrounds of the Band 8 Group
10.3 Perceptions and Attitudes of the Band 8 Group
10.4 Writing Processes of the Band 8 Group
10.5 Features of Written Compositions of the Band 8 Group
10.6 Chapter Summary
Chapter 11 Cross-group Analysis of Subprocesses, Strategies,Written Compositions, and the Role of the Mother Tongue
11.1 Introduction
11.2 Sub-processes
11.3 Adoption of Writing Strategies by Category
11.4 Cross-group Tendencies in Writing Strategy Use
11.5 Role of the Mother Tongue
11.6 Features of Written Compositions
11.7 Chapter Summary
PART III INISIGHTS INTO EFL WRITING AND ITS INSTRUCTIONS IN THE CHINESE CONTEXT
Chapter 12 Relating L2 Proficiency to Thought Presentation,L2 Writing Competence, and the EFL Writing Process
12.1 Introduction
12. 2 Audience Awareness, Writing Fluency, Patterns,and Diversities
12. 3 Patterns and Tendencies in Writing Strategy Use
12.4 Mother Tongue, Medium of Thought, and Thought Presentation
12．5 A Model of L2 Writing Competence
12．6 A Model of the Writing Processes of Chinese EFL Learners
12．7 Chapter Summary
Chapter 13 Towards．a Model：for EFL Writing Instructions in the Chinese Context
13．1 Introduction
13．2 Pedagogical Implications for EFL Writing Instruction
13．3 Towards a Trinity Model：for EFL Writing Instructions in the Chinese Context
13．4 Chapter Summary
Chapter 14 Conclusions and Recommendations
14．1 Summary of the Studio
14．2 Limitations：ofithe Study
14．3 Suggestioris fortFurther Research
14．4 Concluding Remarks
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ The Writing Prompt
Appendix Ⅲ Questions Guiding Semi—structured Interviews