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2.2 Relevant Study of Audience Awareness at Home and Abroad

Firstly, this part reviews the relevant studies on audience awareness in English writingat home and abroad from three aspects: whether students have audience awareness inwriting, the cultivation of audience awareness and the influence of audience awareness onstudents’ writing ability. Secondly, there is a brief summary and comment on relevantstudies.

2.2.1Relevant Studies of Audience Awareness Abroad

(1) Students’ audience awareness in the process of writing

Audience awareness plays a crucial role in English writing teaching, it is necessaryand worthy to study whether students have audience awareness in the process of writing.Many foreign scholars have also done many related researches about audience awareness.Cooper (1980) believed that the persuasion model takes the opposite views into accountand it can also reflect the learners’ writing with audience awareness or not at the same time.He also applied this model to a writing class of social topic (“practice of affirmative actionin the business background”) at the State University of New York in Buffalo, the resultsshowed that only 16% of the students have expressed opposition in their compositions andwriting with audience awareness, and the study showed that most of students lackedaudience awareness in the process of writing. Rorschach (1985) regarded sophomore fromThailand, Hong Kong and mainland of China who have just come into contact with basicwriting courses as the subjects of the study, and they were asked to write under the form offive paragraphs, and each of the three students was asked to write and revise two essays asthe necessary part of the course to hand in. And the results showed that students are very proficient in using the skills of the five paragraphs, but most of the students do not take theaudience’s needs into account in the writing process, that means they lack audienceawareness and the consciousness of writing from the audience’s perspective. Rafoth (1989)studied the freshmen by providing audience and related information of subject, butunfortunately it was found that the students were still not taking the audience into accountfrom the beginning to the completion of writing. In 2001, Wollman-Bonilla studied thefirst-graders’ performance of audience awareness in an article named “Family messagemagazine”. It found that if these first-year primary school students write for familiars toread and their teachers guide them to consider the needs of their audiences, they will writewith audience awareness clearly. Victori (2002) studied how differences in students’ beliefand cognitional knowledge affect students’ differences in EFL writing skills. In that study,the authors selected four Indian college students from the University of Barcelona anddivided them into two groups (high and low) to conduct the experiment. The resultsshowed that students’ English proficiency will affect students’ audience awareness in theprocess of writing.

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Chapter Ⅲ Methodology.............................21

3.1 Research Questions............................. 21

3.2 Research Subjects..........................21

3.3 Research Instruments...............................21

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