CAJ | 학술논문

本个案研究主要采用写作者有声思维和回顾访谈的方法，追踪和描述六名英语专业学生在限时写作过程中使用的各种词汇问题解决策略。研究发现，学生在写作中主要使用四类词汇策略群，包括费力提取、提升表达、避免问题和在线修正等。与年级水平差异有关的词汇策略行为主要表现在学生刚提取到一个词汇之际：高年级学生会进一步使用各种策略来提升词汇表达方式，从而寻找到语义精确、符合文体要求的合适词汇，并避免该词在上下文重复；而低年级学生则立即修正词汇形式。此外，在限时的写作任务中某些学生倾向于使用避免问题的策略，而不是努力检索合适的词汇。基于这些发现，本文就二语写作者解决词汇问题的思维路径和二语写作词汇能力的发展作了假设，以待后续研究。
본개안연구주요채용사작자유성사유화회고방담적방법，추종화묘술륙명영어전업학생재한시사작과정중사용적각충사회문제해결책략。연구발현，학생재사작중주요사용사류사회책략군，포괄비력제취、제승표체、피면문제화재선수정등。여년급수평차이유관적사회책략행위주요표현재학생강제취도일개사회지제：고년급학생회진일보사용각충책략래제승사회표체방식，종이심조도어의정학、부합문체요구적합괄사회，병피면해사재상하문중복；이저년급학생칙립즉수정사회형식。차외，재한시적사작임무중모사학생경향우사용피면문제적책략，이불시노력검색합괄적사회。기우저사발현，본문취이어사작자해결사회문제적사유로경화이어사작사회능력적발전작료가설，이대후속연구。
The present case study, using thinkaloud and stimulated recalls, traces and describes six English majors＇ lexical-problem-solving strategies in the timed writing process. The study finds that students mainly employ four kinds of lexical strategies in English writing, including effortful-retrieval, lexical-upgrading, problem-avoidance and online form-repair. Proficiency difference between grades appears at the moment when students succeed in retrieving a lexical candidate： third-year students would then further employ strategies to fine-tune expressions so as to achieve lexical precision, stylistic appropriateness and avoid repetitive use of the word in the context, while first-year students would immediately employ strategies to repair lexical forms. In addition, it seems that in the timed writing task students may resort to problem-avoidance strategies instead of pursuing search for appropriate lexical use. Based on these findings, the study makes hypotheses concerning L2 writers＇ lexical-problem-solving paths and development of lexical competence in L2 writing. These hypotheses await further study.