体验哲学观照下的大学英语写作反馈研究

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1、AccordingtothereformationofCET-4since2005，thescoreofthewritingtakesup15％ofthewholescore(710points)．Althoughthereisnostatisticsaboutthewritingscorelikethediagramabove，themanifestationoftheweaknessinEnglishwritingofthenon—Englishmajorsarestillexistingfromthereformationtillnow．Tosomeextent，

2、thisphenomenonisrelatedtothetraditional“product—focused¨approachtowriting．Inthistraditionalapproach，theprimaryorganizingprinciplesofclassroomtechniquesandactivitiesarederivedfromananalysisoftheendproductofthewritingprocess(Richards，1990：329)．Thetraditionalproduct—focusedapproachconsistso

3、fanendlessstreamofcompositionsassignedbytheteacher，writtenbythelearners，handedinformarkingbytheteacheghandedbacktothelearners，andpromptlyforgottenbythemastheystartonthenextassignment．Studentswritealonetherequiredassigmnent，oftenwithoutmuchplanningorchecking，andcopyitoutinneaterhandwritin

4、gandsubmitittotheteacher．Mostteachers’responsesfocusonform(organization，grammar,vocabulary,mechanicsofwriting)ratherthanoncontent．However，thisapproachhasmanyshortcomings．Firstly,teacherscannotmonitortheprocessofstudentwriting．Ifstudentshavedifficultiesorshowdeficienciesintheorganizationa

5、ndcontentofthetext，teacherscannotfindtheproblemintimeandgivethemhelppromptly．Secondly,writingalone，studentsdon’toftenworkoutcreativeideasbasedontheirexistingknowledge．Sostudents’compositionsareoftenfullofvagueintentions，unclearmainideas，insufficientsupportingdetailsandetc．Thirdly,itisver

6、ytime—consumingforteacherstomarktheproduct-·text(particularlyred—·pencorrectionsatthesurfacelevel)．Inthe1980s，L2writingteachingrealmswitnessedthe’’Revolutionof2ProcessWritingApproach，’’whichistheoreticallybasedonCommunicativeLanguageTeaching．Peoplestarttore-examinethenatureofwriting，whic

7、histhenregardedasacognitiveactivity，aprocessof“findingmeanings’’(Zamel，1982)．Inrecentyears，manyESLwritingteachersbecomeincreasinglyawareoftheimportanceofthewritingprocess，andtheybegintoadopttheprocessapproachintheirwritinginstruction．Theprocessapproachtowritingseeswriting