A cognitive study on second language writing: Some implications of the transformation stage for the composing process of a secondary student in Hong Kong

Lai Ying CHOW

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Studies on cognitive process pose a breakthrough in the research of writing in recent decades. Most of them are first language studies and concentrate on the stage development of the process writing, that is to observe the behavioral level of performance of the student. However, related research in helping student aware of improving his writing skills right at the moment of composing is still lacking. This exploratory study is undertaken to investigate the transformation strategies of spoken Cantonese to written English by secondary students in Hong Kong. Students who started extended writing in Form I will be studied, and the major method to gather data is think-aloud---protocol analysis. The subjects will be asked to write a narrative essay that he is familiar to. The whole writing process will be audio-taped, and the resulting protocol will be transcribed and analyzed in comparison with the text produced. The think-aloud protocol is the intended representation of the thought of the subject during writing, while the written text is the executed representation. The discrepancies of the two representations involve the process of transformation by the subjects during writing. With the knowledge, we could have more insights on locating areas to help students the learning of second language to improve the proficiency, on the issue of medium of instruction, and on striking a better balance of our language policy as well. Some possible pedagogical implications are presented. Copyright © 2000 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationProceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century
Place of PublicationHong Kong
PublisherHong Kong Institute of Education
Pages1-12
ISBN (Print)9629490382
Publication statusPublished - 2000

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Hong Kong
language
student
language policy
instruction
narrative
learning
performance

Citation

Chow, L. Y. (2000). A cognitive study on second language writing: Some implications of the transformation stage for the composing process of a secondary student in Hong Kong. In Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century [CD-ROM] (pp. 1-12). Hong Kong: Hong Kong Institute of Education.