思维差异论文：中西思维差异对中国二语习得者写作水平影响的实证分析.doc

思维差异论文：中西思维差异对中国二语习得者写作水平影响的实证分析【中文摘要】不同文化背景的人们在思维模式方面必然会有所差异,这种差异不仅反映在语言本身的特点上,而且还反映在使用二语写作的过程中。国内外有关研究表明,中国学生的二语(英语)写作过程具有双语特征。二语写作不是一个纯粹的二语思维过程,而是一个母语思维和二语思维交织的复杂的思维过程。中国的二语学习者,尤其是高水平的英语学习者,在英语写作过程中遇到的困难,除了语言上的,更主要是源于中西思维模式差异上的。目前的研究大多只指出了二语写作过程中存在母语思维这一现象,没有深入探讨学生如何使用母语思维以及母语思维对二语写作的作用。以往对母语思维影响二语写作的研究只局限于对学习者二语输出层面上的母语影响现象进行描述和分析,这只限于考查语言行为的输出结果,而没有包括输出过程,这种静态的描述和分析不可能全面地揭开母语影响的真面目。母语思维对二语写作的影响作用还应该包括它在二语学习者二语输出(二语写作)过程的各个阶段中的认知处理过程。为了深入了解二语写作的特性,探讨二语水平对母语思维的影响,界定母语思维在二语写作过程中的功能,本项研究采用了有声思维、回顾性访谈等方法,记录了二十名英语专业三年级的学生在一次英语看图作文写作任务中的思维过程,对此过程中的母语思维进行了定量分析,并就写作任务中的思维过程、母语思维对写作过程正、反两方面的影响、英语水平对母语思维的影响等展开了讨论。通过对测试结果的定性分析,建立了两个流程图式,即语篇流程图式和思维流程图式。语篇流程图式是整个文章的整体组织结构,它是以模块的形式分步骤进行的。思维流程图式讨论了母语对二语写作过程的各思维流程的影响作用,指出了母语对第二语言写作最大的影响在于它对学习者认知处理的三大作用：理解中介、检索中介和形式判断、分析中介。本项研究结果表明,在二语写作教学过程中,二语思维模式的培养对于学生写作水平的提高是至关重要的,但母语思维在写作过程中的积极作用也是不容忽视的。【英文摘要】People from different cultural backgrounds will definitely have different patterns of thinking and the thinking pattern differences can not only be reflected on characteristics of the language itself, but also in L2 writing process. Domestic and foreign studies show that the L2 (English) writing of Chinese students is a bilingual process. L2 writing is a complex thinking process interwoven with L1 thinking and L2 thinking. L2 learners in China, especially the high-level learners such as English majors, encountered many difficulties in the English writing process. These difficulties mainly derived from the difference between Chinese and Western thinking patterns. Most of the current studies only pointed out the existence of L1 thinking in L2 writing process, but such questions are largely unanswered as how do L2 writers use their L1 in the L2 writing process and what effects will the use of L1 exert on the writing process as well as the written product. The previous researches on the influences of the L1 thinking in L2 writing are limited to the description and analysis of the L1 influence phenomenon in the L2 output level, which can only study the output results of language behavior, but not include the output process. This kind of static description and analysis can not reflect the comprehensive influence of LI thinking. The influence of L1 thinking in L2 writing should also include the cognitive processing process of various stages of L2 output (L2 writing).In order to reveal clearly the bilingual nature of L2 writing process, explore the influence of L2 level on the amount of L1 thinking and define the functions of L1 thinking in L2 writing process, the present study investigates the writing processes of twenty junior English majors by means of Think Aloud and retrospective review. The thinking processes of the twenty students in a picture composition task are recorded and made a quantitative analysis. It aims to find out how these student writers use their L1 when composing in L2 and to what extent their use of L1 is affected by their L2 proficiency. Through qualitative analysis of the results, two flow charts, which are discourse flow chart and thinking flow chart, are established. Discourse flow chart is the overall organizational structure of the article, which is carried out step by step in the form of modules. Thinking flow chart is to discuss the influence of L1 in difference thinking processes of L2 writing. The biggest influence of L1 in L2 writing is its three functions in cognitive processing, namely, understanding media, retrieval media as well as formal judging and analysis media. The pedagogical implications of this study are as follows:the cultivation of L2 thinking pattern is essential for the improvement of L2 writing proficiency and the positive role of L1 thinking in L2 writing can not be neglected.【关键词】思维差异 二语写作 有声思维 语篇流程图式 思维流程图式【英文关键词】thinking pattern differences L2 writing Think Aloud discourse flow chart thinking flow chart【目录】中西思维差异对中国二语习得者写作水平影响的实证分析摘要4-5ABSTRACT5-6Abbreviations7-10Introduction10-12Chapter 1 Literature Review12-181.1 Research of Language and Thinking12-131.2 Research of Writing13-161.2.1 Domestic Review13-151.2.2 Study of Empirical Research of L2 Writing Abroad15-161.3 Conclusion16-18Chapter 2 Differences between Chinese and Western Thinking Patterns and Their Manifestations in Writing Process18-262.1 A Review of the Differences between Chinese and Western Thinking Patterns18-212.1.1 Hypotaxis Vs Parataxis18-192.1.2 Subjective Thinking Vs Objective Thinking19-202.1.3 Induction Vs Deduction20-212.2 Manifestations of Thinking Pattern Differences in Writing Process21-252.2.1 Difference in the Selection of Words21-222.2.1.1 Using Frequency of Verbs,Nouns and Prepositions21-222.2.1.2 Specific Words Vs.General Words222.2.1.3 Different Collocations of Words222.2.2 Differences in Sentence Patterns22-242.2.2.1 Tense and Aspect Differences232.2.2.2 Use of Conjunctions232.2.2.3 Subject-prominent Vs.Topic-prominent23-242.2.2.4 Subjective and Objective Tendency of Sentence Pattern242.2.3 Differences in the Discourse Structure24-252.3 Conclusion25-26Chapter 3 Bilingual Thinking in L2 Writing26-313.1 Role of L1 in the Process of L2 Writing26-293.1.1 Negative Transfer of L1 in L2 Writing273.1.2 Positive Transfer of L1 Thinking in the L2 Writing27-293.1.2.1 L1 Transfer in L2 Writing Process27-283.1.2.2 L1 Transfer in L2 Writing Strategies283.1.2.3 L1 Transfer in L2 Writing Ability and Quality28-293.2 Various Theories and Opinions on the Role of L1 in L2 Writing29-31Chapter 4 An Experimental Study on the Influence of Chinese and Western Thinking Pattern Differences on Chinese StudentsEnglish Writing Proficiency31-454.1. Research Procedure32-354.1.1 Research Objects324.1.2 Writing Task and Research Method32-334.1.3 Data Collection334.1.4 Data Analysis33-354.2 Research Result35-414.2.1 The Correlation Analysis of the Amoun