The Theoretical Basis and Path for “Writing to Learn” in SLA

doi:10.12002/j.bisu.225

Abstract

Abstract:

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.

Keywords: L2 writing; SLD; writing to learn; continuation task; L2 writing teaching; SLA

摘要：

从二语发展的过程论视角来看,二语写作可以在二语发展过程中增加学习者对语言输入的注意,促进二语新知识的创造以及语言形式和意义的共同发展,加快假设检验和语言自动化的发展过程。从“以写促学”的路径看,读后续写的方法将语言理解与产出紧密结合,缩短了输入与输出之间的距离,产生协同效应即语言的产出与理解趋于一致,通过将理解和产出交互结合的方式逐渐缩短了语言理解与产出之间的差距,进而有效促学。本文尝试从学习写作和以写促学的关系、对输入的注意和吸收控制、二语新知识的创造、语意和形式兼顾以及对反馈的处理和假设检验方面分析二语写作和二语发展的界面,旨在推动二语习得研究和二语写作研究的交叉融合,以期为二语写作教学提供可资借鉴的启示。

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

CLC Number:

H315

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

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.

Figures/Tables 2

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