关于英语专业二年级学生写作过程中的读者意识研究

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摘要

目前，愈来愈多的国内写作研究者发现，传统课堂写作教学存在着不少弊端。

不少写作教师经常抱怨学生的英语作文差，具体表现在内容不详实，推理不深，

篇章组织结构不合理，以及语法错误多等方面。而学生也经常在英文写作时抱怨

没什么东西可写以及不知道如何表达。究其原因是学生忽视读者、缺乏觅材、取

材策略。（邓志勇,2002:408）而目前的国内的外语教学研究中，有关写作方面的

著作及论文极少涉及读者意识或涉及不深，英语教师在课堂上也不太注重学生读

者意识的培养，同时因为写作环境下读者往往是不确定或隐含的，因此不少学生

在写作过程中总是忽视读者因素。

本文通过实证来研究英语专业二年级的学生具备读者意识的程度以及将其

运用到写作过程中的能力体现，并对写作过程中读者意识的相关问题进行探讨和

分析,试图为改善我们的外语写作教学提供新的思路和方法。在实证过程中，本

文综合使用问卷调查、写作以及个案访问等三种手段系统研究读者因素对学生写

作的影响，这样可以避免使用单一方法所可能导致的片面性。其调查研究结果是

通过 Excel 和 SPSS（15.0）统计软件分析出来的，以尽可能保证结果的客观性。

调查研究结果一方面显示英语专业二年级的学生在原始状态下的写作过程，

对“读者”缺乏主动的关注,读者意识处于模糊的、淡化的混沌状态。这也基本

印证了写作专家对写作教学的现状的分析。并且发现他们的读者意识出现单一现

象。他们认为课堂写作就是写给自己的老师看的。因此，读者就是写作老师，不

存在其他人。读者意识不能被正确有效地使用,致使他们的作文在主题、组织、

修辞和语篇风格等层面出现较严重的欠缺。

另一方面，在实证过程中，作者发现实验组的学生在写给不同的读者时，他

们在文体，结构和内容等方面差异很大，这说明英语专业的学生已经具备了区分

读者的知识层次以及社会地位的能力，表现出了对修辞环境的敏感性。研究还发

现拥有读者意识使他们的写作步骤出现反复性，这对文章写作风格会产生很大的

影响.

研究读者意识是离不开读者分析的，因此本文也对读者分析进行了探讨，并

提出了一种适合中国学生的读者分析模式，且在实证部分对该模式进行了检验，

反馈结果表明该模式能够帮助学生获取更多更详细的读者的信息，使他们在写作

时更有信心，写作内容更丰富。

以上研究结果说明读者意识与英语写作水平密切相关（通过读者意识在写作

中的作用效度分析得到的结论）。因此在英语写作教学过程中，有针对的培养读

者意识并进行读者分析策略训练很有必要。针对大学阶段的学生,教师在写作教

学中可以有意识地从读者意识的角度通过读者分析策略训练加强培养学生对通

篇写作的把握能力,引导学生从读者意识的角度积累写作技能,使学习者在英语

写作过程中有意识地使用读者分析策略,合理构思,从而逐步提高英语作文的质

量。作者在本文中设计出了一套行之有效的培养学生读者意识的方案，为英语写

作教学提供新的参考。当然，目前为止对读者意识在写作过程中的作用评估方

（audience assessment）缺乏统一性以及客观性,读者策略设计也缺乏一个统一

模式，作者在在文中所使用评估方式及读者分析模式是在前人研究的基础上，结

合国内大学生写作实际情况而进行的尝试，所以还需进一步检验。

关键词读者读者意识读者分析写作阶段写作风格

ABSTRACT

Nowadays, many writing researchers in China have come to realize that the

traditional teaching approach of writing has lots of limitations. Many writing teachers

always complain about the poor qualities of students’ writings, which mainly manifest

themselves in lack of the substance in writing, improper way of textual development

and poor grammar of written texts. And, there are a great many students who feel at a

loss as to what to write about（Deng,2002:408）. To some extent, the lack of audience

awareness in students’ mind and the lack of rich content in the writing process could

answer for this phenomenon. Currently, audience awareness unduly receives

inadequate emphasis in domestic publications about writing. In the present writing

classes, writing teachers seldom focus on the cultivation of the students’ audience

awareness. At the same time, “audience” in students’ mind in the classroom writing is

often uncertain or fictional, which also causes them neglect the key

element---audience in their writing process.

The author made a comprehensive study on the present state of English

sophomores’ audience awareness and its influence on English sophomores’ writing

process. In the meantime, the other subjects concerning audience awareness in the

writing process were explored in an attempt to provide some references for the current

writing teaching.

In this empirical study, the questionnaire, writing test and interview were

designed to make a comprehensive study on the influence of audience awareness on

English sophomores’ writing process. The results of this study were processed by the

statistical instruments of Excel and SPSS(15.0 version) in an effort to make the data

as objective as possible.

On one hand, the research findings reveal that English sophomores have lower

degree of audience awareness in their writing process. Most students thought that the

writing teacher was the sole audience in their writing. Also most students admitted

that their writings had been changed from passive writing to fossilized writing under

the influence of the traditional classroom methods of teaching English writing. To

some extent, the traditional classroom methods of teaching English writing answered

for the appearance of “fossilized writing ways”. On the other hand, the research finds

that addressing the different target audiences, the students showed great differences in

content, structure, style and etc. All the differences demonstrate that they have been

able to distinguish the “real” readers in the social context with great interest in

rhetorical context. It is also found that audience awareness causes the recursiveness of

writing stages in their writing process. They often moved back and forth through the

three stages of the writing process as they searched for meaning and then attempted to

clarify it in order to provide more information for their audiences. The recursiveness

in the writing process have brought about many changes on their writing styles.

Audience analysis was also under discussion because audience analysis is

reasonably a point of departure to be acquainted with the audience. The author made

an exploration on audience analysis and put forward a heuristic model for audience

analysis which proved to be more suitable for Chinese students to improve their

audience awareness in writing process. The feedback this author got about proved that

preliminary detailed audience analysis with aid of the heuristic model helped students

to identify their audience with realistic detail; this detailed information made them

feel more at ease in writing. It also helped them to organize their materials more

intelligently and cogently; and also encouraging, they became more sensitive to the

tone of their essays.

The research findings demonstrate that audience awareness bears close relation

with English writing (the conclusion drawn from the analysis of validity of the

role-play of audience awareness in writing). So it’s necessary for writing teachers to

cultivate students’ audience awareness and instruct students how to make audience

analysis in the writing class. The college students should be supervised to improve

their audience awareness in an effort to advance their writing skills step by step in

their writing process. At the same time, the author made an attempt to put forward a

detailed teaching plan for cultivating students’ audience awareness in order to provide

some references for the present writing teaching. Of course, the current assessment of

the role-play of audience awareness in writing process lacks consistency and

objectivity. Audience analysis strategies also lack an identical model. The audience

assessment and the model for audience analysis adopted in this thesis based on the

previous research are integrated with the domestic students’ present state of English

writing, which need examining further.

Key words: audience, audience awareness, audience analysis, writing

process, writing styles

CONTENTS

Acknowledgements

摘要

ABSTRACT

CONTENTS

Chapter One Introduction .......................................................................................... 1

1.1 Background of This Study ................................................................................ 1

1.1.1 Some problems with the Teaching of English Writing ........................... 1

1.1.2 Audience Awareness Considerations ...................................................... 2

1.2 The General Purpose of This Study .................................................................. 4

1.3 Significance of This Study ................................................................................5

1.4 The Framework of This Thesis ......................................................................... 6

Chapter Two Literature Review .................................................................................7

2.1 Definitions of Audience and Audience Awareness ........................................... 7

2.1.1 Definition of Audience ........................................................................... 7

2.1.2 Reflection on “Invoked” Audience and “Addressed” Audience .............9

2.1.3 Concept of Audience Awareness ...........................................................10

2.2 Audience Theory in Rhetoric ..........................................................................10

2.2.1 Audience Theory in Classical Rhetoric ................................................ 10

2.2.2 Audience Theory in New Rhetoric ....................................................... 12

2.3 Audience Awareness and the Teaching Methodologies Concerning Writing. 14

2.3.1 Audience Awareness and the Product Approach ...................................14

2.3.2 Audience Awareness and the Process Approach ...................................15

2.3.3 Audience Awareness and the Interactive Approach .............................. 16

2.3.4 Audience Awareness and the “Social Constructionist” View of Writing

....................................................................................................................... 18

2.4 Audience Analysis .......................................................................................... 19

2.4.1 The definition of Audience Analysis .................................................... 19

2.4.2 A Heuristic Model for Audience Analysis in the Writing Process ........19

2.5 Summary .........................................................................................................22

Chapter Three the Empirical Study .........................................................................23

3.1 Hypothesis and Purpose of this study ............................................................. 23

3.2 Method ............................................................................................................ 23

3.2.1 Subjects .................................................................................................23

3.2.2 Instruments ........................................................................................... 25

3.3 Data Collection and Analysis ..........................................................................31

3.3.1 Introduction ..................................................................................................31

3.3.2 Data Analysis ............................................................................................... 31

3.3.2.1 Analysis of the Questionnaire ............................................................31

3.3.2.2 Analysis of the Writing Test ...............................................................33

3.3.2.3 Analysis of the Interviews ........................................................................ 39

3.4 Summary .........................................................................................................41

Chapter Four Discussions and Implication for the Teaching of English Writing 42

4.1 Research Findings ...........................................................................................42

4.2 Discussions ..................................................................................................... 43

4.2.1 Influence of Audience Awareness on Writing Stages ........................... 43

4.2.2 Influence of Audience Awareness on Writing Styles ............................47

4.3 Discussions about the Model for Audience Analysis Designed in Writing .... 48

4.4 Audience-Awareness Centered Teaching Strategies ....................................... 49

Chapter Five General Conclusion ............................................................................54

5.1 A Brief Summary of This Study ..................................................................... 54

5.2 Limitations of This Research ..........................................................................56

5.3 Further Efforts to Be Made .............................................................................56

Bibliography ...............................................................................................................58

Appendix I .................................................................................................................. 62

Appendix II ................................................................................................................ 63

Appendix III ............................................................................................................... 64

Appendix IV ............................................................................................................... 65

在读期间公开发表的论文和承担的科研项目 ......................................................... 66

Chapter One Introduction

1.1 Background of This Study

1.1.1 Some problems with the Teaching of English Writing

According to Deng Zhiyong, the teaching of English writing to Chinese

students has long been recognized as one of the most daunting tasks of college

education in our country. He found that writing teachers always complain about the

poor qualities of the students’ writings, which mainly manifest themselves in lack of

the substance in writing, improper way of textual development and poor grammar of

written texts. And, there are a great many students who feel at a loss as to what to

write about (Deng, 2002: 410); Wen Qiufang and Wang Lifei (Wen, 2003:10 ) said

that the main problem existing in the teaching of English writing in China is the lack

of the contents in students’ written texts, while the requirements of the syllabus of

English writing and the teaching textbooks neglect this aspect. To some extent, the

lack of audience awareness in students’ mind in the writing process could answer for

this phenomenon. In fact, most students seldom take their audiences into

consideration in writing process. Occasionally even if, they admit that the writing

teacher is just their sole audience in their writings. Even in this case, few students

make a systematic and careful analysis of their teacher as a target audience.

In the writing class, sometimes the advice “Don’t forget your audience!” has

probably always been superfluous, for most students who have always been highly

conscious of their real audience---the teacher who puts the grade on the piece of

writing and ultimately on the student’s performance in the class as a whole. The

traditional teaching methodology of English writing---the product approach in large

part should answer for this phenomenon. Followed by the product approach, writing

teachers would like to shift their attention to the training of writing skills of students,

such as pattern, grammar, spelling of words and so on. They seldom think of the

importance of audience awareness in the whole writing process. And, with this kind of

training, students have to focus on the grammatical mistakes and sentence structure of

their written texts. As a result, these students seldom take audiences into consideration

A comprehensive study on audience awareness of English sophomores in the writing process

in the whole writing process.

But what can we do to provide students with a reasonable, effective way to

become aware of audience and use that awareness in their writing? For a long time no

one really knew what to do. Textbooks on writing frequently advised, “Remember

your audience,” but they offered little useful advice on how to write for an audience.

That is the basic reason why students would neglect writing goal in their written texts

and writing process. Lack of audience awareness in writing is not so good for students

to establish an individual and creative writing process.

1.1.2 Audience Awareness Considerations

Studies of audience in western countries carry a weighty history. This

phenomenon constitutes a stark contrast with the lack of audience-related studies in

China. In western countries, current approaches to audience include historical studies

of classical rhetoric, studies of writers’ audience awareness during composing, the

relation between audience awareness and syntactic and lexical features, and studies of

audience awareness as discourse communities. Studies of audience are scattered

across numerous journals, anthologies, and book chapters, not only in the field of

composition but also in literary studies, reading theory, education, cognitive

psychology, philosophy, and linguistics. It is clear that the concept of audience has

emerged as a central theme in many scholarly discussions abroad.

Moffett directly and forcefully announced the need for greater attention to

audience in composition studies: “If anybody is going to do anything about the

teaching of writing, the first priority is going to have to be the rekindling of the sense

of audience until that’s done, nothing else is going to happen” (Gesa Kirsch et al,

1990:13).Obviously, the study of audience has also a central concept in composition

studies. Many western modern writing researchers were engaged in studying its

functions in composing process. They have got abundant research findings and put

forward some challenging theories. Old notions of audience have been scrutinized

because traditional discussions of audience limit themselves to an analysis of the

demographic factors of hypothetical readers, their educational background, income,

location, and class, while what has been discussed about modern notions of audience

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摘要：

摘要目前，愈来愈多的国内写作研究者发现，传统课堂写作教学存在着不少弊端。不少写作教师经常抱怨学生的英语作文差，具体表现在内容不详实，推理不深，篇章组织结构不合理，以及语法错误多等方面。而学生也经常在英文写作时抱怨没什么东西可写以及不知道如何表达。究其原因是学生忽视读者、缺乏觅材、取材策略。（邓志勇,2002:408）而目前的国内的外语教学研究中，有关写作方面的著作及论文极少涉及读者意识或涉及不深，英语教师在课堂上也不太注重学生读者意识的培养，同时因为写作环境下读者往往是不确定或隐含的，因此不少学生在写作过程中总是忽视读者因素。本文通过实证来研究英语专业二年级的学生具备读者意识的程度以及将其运用...

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