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北京第二外国语学院学报  2019, Vol. 41 Issue (3): 61-73    DOI: 10.12002/j.bisu.225
语言学研究(二语习得研究专栏 主持人:徐锦芬)     
1. 上海外国语大学,200083
2. 中国海洋大学,266100
The Theoretical Basis and Path for “Writing to Learn” in SLA
Shaopeng LI1,Lianrui YANG2
1. Shanghai International Studies University, Shanghai 200083, China
2. Ocean University of China, Qingdao 266100, China
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关键词: 二语写作二语发展以写促学读后续写二语写作教学二语习得    

From the perspective of second language developing process, second language writing can facilitate second language development (SLD) by increasing second language learners’ attention to language input, promoting the creation of new knowledge of second language and the co-development of language form and meaning, accelerating the process of hypothesis testing and automation of second language. From the perspective of the path in which “writing to learn” can be realized, continuation task can shorten the distance between second language input and output by combining second language understanding and production, resulting in the collaboration effect, which means the production is becoming more consistent with the understanding of second language. It can gradually bridge the gap between second language understanding and output, thus facilitate second language learning by solving the problem of asymmetry between understanding and production. This article aims to explore second language writing—SLD interfaces from the perspectives of the relationship between “learning to write” and “writing to learn”, noticing input and shaping intake, creation of new second language knowledge, giving consideration to both meaning and form, processing and responding to feedback and hypothesis testing, trying to integrate the studies of second language acquisition (SLA) with second language writing and provide some suggestions for the teaching of second language writing.

Key words: L2 writing    SLD    writing to learn    continuation task    L2 writing teaching    SLA
收稿日期: 2017-05-09 出版日期: 2019-08-14
PACS:  H315  
基金资助: 本文为上海外国语大学校级一般项目“二语写作语篇连贯性动态发展研究”(2015114025);上海市I类高峰学科(外国语言文学)建设项目的阶段性成果
作者简介: 李绍鹏,上海外国语大学,200083,研究方向:二语习得、外语教学。电子邮箱|杨连瑞,中国海洋大学外国语学院教授,博士生导师,266100,研究方向:二语习得、外语教学。电子邮箱
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李绍鹏,杨连瑞. 二语习得“以写促学”的理据及其路径[J]. 北京第二外国语学院学报, 2019, 41(3): 61-73.

Shaopeng LI,Lianrui YANG. The Theoretical Basis and Path for “Writing to Learn” in SLA. Journal of Beijing International Studies University, 2019, 41(3): 61-73.


图1  二语发展的宏观过程(Housen & Pierrard,2005)
图2  二语发展的宏观过程和次过程(Williams,2012)
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