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1、愛媛大学教育学部紀要人文・社会科学第３６巻第２号７７～１００２００４WrittenDiscourseAcrossCulturesI:TowardsanIntegratedApproachtoEL2CompositionPedagogyRogerJ.DaviesDepartmentofEnglishFacultyofEducationEhimeUniversity1.IntroductionThefirstseriousattemptbyappliedlinguiststoexplainsecondlanguagewritingwasthefieldof
2、studyknownascontrastiverhetoric(Connor,1996),whichwasbasedontheassumptionthatlanguagelearnerswilltransfertherhetoricalfeaturesoftheirnativelanguagetothetargetlanguage,causinginterferenceinsecondlanguagewriting.Contrastivestudiesuptothattimehadbeenlimitedtotheformalanalysisoflang
3、uageatthesentencelevel,butresearchincontrastiverhetoricsuggestedthatlinguisticandculturalfactorsbeyondthelevelofthesentenceinfluencedL2learners’writingabilities.Initially,itwasthoughtthatdifferenceswithintheinternallogicsoflanguagesresultedinthedevelopmentofdifferentrhetorics,an
4、dthatlinguisticallyandculturallydefinedinterpretationsofrhetoricalorganizationcauseddifficultiesinwritingforL2students.Laterstudiesshiftedthefocus“todeeperlevelsofdiscoursemeaningincontext,assumingthatL2writingdisplayspreferredconventionsoftheL1languageandcultureratherthanreflec
5、tsL1thoughtpatterns”(Allaei&Connor,1990,p.23;cf.Sapir,1921;Whorf,1956;andGumperz&Levinson,1996).Contemporarytheoriesofcontrastiverhetoricarebasedonanewconceptualizationofthenatureofwritingitself,notasaskill,butasaculturally-determined,cognitiveactivitywhichbringsintoplayacomplex
6、bodyofknowledge:semantic,formal,andsocial(Purves&Purves,1986).Asaconsequence,theinvestigationofwrittendiscourseacrosscultureshasmovedbeyondapurelylinguisticframeworkconcernedwiththestructuralanalysisoftexttoencompasscognitiveandsocioculturalvariablesofwriting,includingthecultura
7、landeducationalcontextsinwhichtextisproduced.Today,thenotionofL1rhetoricaltransferhasbeenexpandedtoincludelinguistic,cognitive,andsocioculturaldimensionsoflanguage,comprisingnotonlylexical,grammatical,andsyntacticelements,butalsodiscoursestructuresandstylisticchoices,basedoncult
8、urally-determinedrhetoricalpreferencesand７７Writ
