Research On The Cognitive Process Of Chinese Writing For English Students Based On The Method Of Think-aloud

This thesis records the cognitive processes of Chinese writing from seven English Students based on the method of Think-aloud.By describing and analyzing the Think-aloud reports of Chinese writing processes,Chinese compositions,interviews and supplementary questionnaires from seven subjects comprehensively,the thesis aims to compare both the common features and differences between the general L2 writing processes and CSL writing processes.At the same time,this thesis tries to build up a CSL writing process model to explain how the CSL writing processes move on.In the end,the author attempts to put forward the teaching advices to the problems in the CSL writing processes.Through analyzing the subjects' think-aloud reports,the thesis finds that CSL writing processes contain the bellowing common features compared to the general La writing processes:firstly,CSL writing processes cover the same cognitive behaviors as the general L2 writing processes such as reading,planning,rehearsing and editing;secondly,the numbers of cognitive behaviors conducted,the different cognitive behaviors emphasized and the different writing process timelines formed by the subjects and so on show the great varieties like the general L2 writing;thirdly,the lack of Chinese vocabulary would influence the CSL writing processes as an obstacle;lastly,the impacts from Ll have two sides,one of which might push the writing processes,however,the other,especially the grammar of Ll,might transfer to the CSL composing.However,when it comes to its own specific characters of wiring processes,the Chinese characters writing has to be count,for the complex memory storages when remembering the Chinese characters and various confounding factors when extracting the characters knowledge from long-term memory.From the implications based on the previous discussion,the author,in the end of the thesis,also put forward four relevant solving advices to the problems in the CSL writing processes.Firstly,we should pay attention to the personalities of CSL learners when they are writing.Secondly,we need to change the Chinese vocabulary teaching method,such as teaching the compound rules of Chinese words,expanding the synonym under the Chinese vocabulary system or bringing it to the specific context.Thirdly,teachers should stress the grammar differences between L1 and L2 and make them know the reasons.Lastly,Chinese characters teaching method should differ in different courses.