CAJ | 학술논문

为了探究高职学生在二语写作过程中的母语思维情况及其与二语写作成绩之间的关系，采用有声思维的方法对6名高职学生的二语写作过程进行了实证研究。研究结果显示，高职学生在二语写作过程中普遍使用母语思维，母语思维与二语写作成绩之间呈负相关。对于二语水平较低的高职学生来说，二语写作过程中的母语思维是一种自然的习惯性的认知行为。根据以上研究结果，提出了教学建议。因此在高职英语课堂教学中，教师应该鼓励学生用英语思维，但是当他们遇到认知困难时，教师应该容忍并接受其使用母语思维。
위료탐구고직학생재이어사작과정중적모어사유정황급기여이어사작성적지간적관계，채용유성사유적방법대6명고직학생적이어사작과정진행료실증연구。연구결과현시，고직학생재이어사작과정중보편사용모어사유，모어사유여이어사작성적지간정부상관。대우이어수평교저적고직학생래설，이어사작과정중적모어사유시일충자연적습관성적인지행위。근거이상연구결과，제출료교학건의。인차재고직영어과당교학중，교사응해고려학생용영어사유，단시당타문우도인지곤난시，교사응해용인병접수기사용모어사유。
In order to explore the relationship between vocational college students' L1 use and L2 writing performance in the process of L2 writing, this paper adopts the think-aloud protocols (TAPs) to probe into the L2 writing process of six vocational college students. The results indicate that L1 is universally used by vocational college students in the process of L2 writing, and L1 use is negatively correlated with L2 writing performance. For vocational college students whose L2 proficiency is comparatively lower, L1 use in the process of L2 writing is a natural and habitual mental behavior. Consequently, English thinking should be encouraged in the vocational college English teaching process. However, whenever students encounter cognitive difficulties, teachers should tolerate and accept L1 use by students.