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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-06编辑:lgg点击率:3439
论文字数:36100论文编号:org201407021131377764语种:英语 English地区:中国价格:$ 66
摘要:China has more than 20 years’ serious instruction on English; however, itremains a disappointment that many of our highly educated intellects are troubled togive out decent English journals. Such questionable status quo of EFL writing abilityand a rising trend to look into writing from cognitive perspective that together makethis empirical study promising.
Chapter One Introduction
1.1 Background
Compared with counterparts who acquire English writing in countries whereEnglish is learned as a second language, our Chinese EFL learners’ dissatisfyingwriting ability suffers from the inadequate efforts that should have been consciouslypaid and from hardly enough attention allocated to writing as well as to the overalllanguage proficiency achieved in national tests (Swales & Feak, 2004; Chen, 2010;Wang, 2007). The low writing grades become less an eyesore on the score reportsthan an assumed truth that English writing is in fact unbearably difficult (Belcher,2004). Given writing as one of the output skills in a foreign language acquisition,researches on its process is where diversity and individualistic features totally belittleother variables (Silva, 1990). It is such complicate nature of writing that preventsmany researches from moving on and many findings taken into effects. Therefore,the way to decompose the complex process of writing and influential variables inwriting really matters.Grounded on the foundations of L1writing theories, empirical L2writingstudies got further constructed step by step, witnessing the specific ESL writingtheories finally flourished after the early start back to 1960s (Peregoy & Boyle,2005). They contributed continuously during three prominent periods, each of whichrepresents itself with a distinct perspective in understanding L2writing. The firstperiod, controlled writing introduced by Ross (1972) emphasized accuracy overfluency and innovation in second langue writing. This corresponded with anunderstanding that sees L2writing as a mimicry of native speakers’ discourse.
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1.2 Objectives
China has more than 20 years’ serious instruction on English; however, itremains a disappointment that many of our highly educated intellects are troubled togive out decent English journals. Such questionable status quo of EFL writing abilityand a rising trend to look into writing from cognitive perspective that together makethis empirical study promising.To approach EFL writing from the perspective of discourse awarenessresponds to the trend of seeing language as discourse in a whole (Rob, 2002), otherthan a system of hierarchical sublinguistic components. Granted that seeing languageas a hierarchical construction offers an insight in how to carry out languageinstruction step by step; however, human essentially differs from bricks and cements.This is why cognitive perspective has chance to sweep its way onto the stage andeven take it over in some aspect. Cognitive linguistics gives primary concern to onedistinguished human factor: thought. It is this very common seven letter word thatbrings revolution to linguistic studies, philosophy as well as human development(Langacker, 2001). Researches on it offer insights to questions such as: how isinformation processed and knowledge acquired? What and to what extent will thatdiffer from one person to another? Can that be recognized and therefore beconducive to promote more effective and active of acquisition of language and ofother forms of knowledge? This line of research is so promising that scholars cannotwait to look into thoughts, the initial mechanism that differentiate human from othercreatures. Although thought alone would never have fixed linguists’ attention, thebilateral relation of langu本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。