文体学4.pdf

June 2007 Volume 11, Number 1 Top An Investigation of Three Chinese Students English Writing Strategies Congjun Mu c.mu .au Shanghai Institute of Technology Suzanne Carrington sx.carrington .au Queensland University of Technology Abstract The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic context. Data collected from a semi-structured interview, questionnaire, retrospective post-writing discussion, and written drafts of papers were analysed. The findings indicate that the three participants employed rhetorical strategies, metacognitive strategies, cognitive strategies and social/affective strategies in their writing practice. This study supports Silvas finding that L2 writing process is strategically, rhetorically, linguistically different from first language (L1) writing process (1993). Data demonstrated that metacognitive, cognitive, and social/affective strategies except rhetorical strategies (organisation of paragraphs) transferred across languages positively . Introduction There are a series of controversial issues in second language (L2) writing research (Casanave, 2004). For example, some researchers (for example, Bitchener Basturkmen, 2006; Hinkel, 2004; Lee, 2005; McCarthey, Guo Cummins, 2