An Investigation into the Use of Socio-Cultural Strategies in L2 Writing among Chinese English Majors

Autor/inn/en	Li, Chili; Wang, Yuehua; Qian, Long; Shang, Zhenru
Titel	An Investigation into the Use of Socio-Cultural Strategies in L2 Writing among Chinese English Majors
Quelle	In: English Language Teaching, 15 (2022) 9, S.127-137 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Writing Strategies; Sociocultural Patterns; Second Language Learning; Second Language Instruction; Writing Instruction; Majors (Students); Undergraduate Students; English (Second Language); Learning Processes; Student Attitudes; Asians; Foreign Countries; Learning Theories; China + Suchen Sie Ihr Suchwort? Schreibtechnik; Soziokulturelle Theorie; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Learning process; Lernprozess; Schülerverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Learning theory; Lerntheorie
Abstract	This paper reports on the results of a quantitative study that was aimed to measure the use of socio-cultural strategies in learning English writing among a group of 155 Chinese university English major students. This quantitative survey was informed by the socio-cultural theory that holds that L2 learning is a mediational process in which a couple of socio-cultural factors tend to mediate the learning of the second/foreign language. The use of writing strategies was thus conceptualized by an array of mediational factors and measured by a self-designed questionnaire. Descriptive techniques were applied to analyze the collected data. The results revealed that the surveyed participants endorsed a medium to high level of socio-cultural writing strategies. They reported to most frequently use role-mediated strategies in their English writing learning, followed by sign-mediated strategies, rule-mediated strategies, community-mediated strategies, and tool-mediated strategies respectively. The results are implicative for L2 writing learning and instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01