语言文化生态环境对儿童英语写作认知过程干预的实证研究  

An Empirical Study of the Intervention of Linguistic-Cultural Eco-environment on Children English Writing Cognition Process

作　　者：汤红娟[1] 郭学文[1] 

机构地区：[1]乐山师范学院外国语学院,四川乐山614000

出　　处：《外国语文》2016年第2期152-157,共6页Foreign Languages and Literature

基　　金：国家社会科学基金项目"西部儿童外语能力战略发展的语言文化生态环境研究"(13BYY075)阶段性成果

摘　　要：儿童写作认知过程的广度和深度决定其写作内容丰富性和主题思想性。本文尝试在网络新媒体条件下运用适合于成熟写作者Hayes的个体-环境写作认知模型训练儿童初学英语写作者,探讨语言文化生态环境对儿童英语写作认知过程干预及多元表征量对写作质量和水平的影响,分析提高儿童英语写作的主题思想性和内容丰富性的认知建构过程。实验结果显示儿童英语写作认知过程兼具知识陈述和知识转换的多元表征特征。知识陈述表征量决定儿童写作的宽度,而知识转换表征量决定其写作的深度。It is the width and depth of children English writing cognition process that determine richness of content and thoughtfulness of ideology in writing. Based on the new media,this empirical study attempts to train the children writers on the net community by applying Hayes ＇s writing model of cognition,called Individual-Environment Writing Cognition Process,which fits for mature writers. It aims to explore the intervention of linguistic-cultural eco-environment on children English writing cognition process,and the influence of volume of multi-representation on children writing quality and proficiency by analyzing the constructing writing cognition process to improve richness of content and thoughtfulness of ideology in writing. The results indicate that children English writing cognition process is characterized by multirepresentation combined with both knowledge telling and transforming. The volume of representation of telling decides writing width while that of transforming determines writing depth.

关 键 词：语言文化生态环境 儿童英语写作认知过程 多元表征量 动允性 认知模型 

分 类 号：H319[语言文字—英语]