flower-and-hayes理论框架

3AcognitiveprocesstheoryofwritingbyFlowerandHayesL2writingprocesshasbeenthefocusofwritingreseachathomeandabroadforalongperiod,andfruitfulproductshavebeenproduced.Themostimportantfindingstoemergefromtheresearchesisthatwritingisnotalinearprocessforgatheringinformation,outlining,andwriting,butinvolvesmanydifferentstages,whicharenotnecessarilyindependen.AsRaimescommentsthattheprocessis“notlinearatall“but“recursive”(Raimes,1985).Tribblealsoobservesthat“atanypointinthepreparationofatextswriterscanloopbackwardsorforwardstowhicheveroftheactivitiesinvolvedintextcompositiontheymayfinduseful.”(Tribble,1996)Writinghasbeenregardedasaprocessofstudents’engaginginpre-writing,revisiontoimprovetheirtext,andtheproductionandworkinmultipledrafts.Manycognitivepsychologistsregardwritingastheprocesssolvingproblems,andtrytorevealthecognitivepatternsduringtheprocesswithinformationprocessingperspectives.FlowerandHayesdevelopedthemodelofwritingprocesseswidelyacceptedbyL2writingteachers(FlowerandHayes,1981，Figure1).Themodel,basedonearlierwritingmodelsofRohman(Rohman,1965)andthemodelofproblemsolvingbyNewell&Simon(Newell&Simon,1972),alsotakeswritingasagoal-directedproblem-solvingprocess.Itisacomprehensivedescriptiveframeworkonwritingprocessanditisregardedasalandmarkinthecognitiveresearchonwriting.Themodelseeswritingasanon-linear,exploratory,andgenerativeprocesswherebywritersdiscoverandreformulatetheirideasastheyattempttoapproximatemeaning”(Zamel,1983:165).Fromthefigurewecanseethatplanning,drafting,revising,andeditingdonotoccurinaneatlinearsequence,butarerecursive,interactive,andallworkcanbereviewed,evaluated,andrevised.Atanypointthewritercanjumpbackwardorforwardtoanyoftheseactivities:returningtothelibraryformoredata,revisingtheplantoaccommodatenewideas,orrewritingforreadabilityafterpeerorteacherfeedback.InFlowerandHayes'(1980)model,,expertwritersestablishandorganizetheirgoalandsubgoalstodirectwritingprocess.Cognitiveprocessesincludingplanning(decidingwhattosayandhowtosayit),,textgeneration(turningPlansintoWrittentext)andrevision(improvingexistingtext)areorganizedorganicallytocompletethewritingtask.Themodelindicatesthatwritingisessentiallymadeof3parts:thetaskenvironment，longtermmemoryofthewriterandthewritingprocess,ortheworkingmemory.Figure1:Acognitiveprocesstheoryofwriting(FlowerandHayes,1981)3.1TaskenviornmentTaskenvironmentincludeswritingassignmentandexternalstorage.Writingassignmentincludesthetopicgiven,audience(whowouldbethereaderofthetext)andthemotivationcluesforwriting.Writingassignmentprovidesaframeworkofthepreliminaryrepresentationofthewritingtask;externalstorageincludesthecontentthewriterhasgeneratedsofarandtheouterresourceavailabletothewritingsuchascards,outline,drafts,etc.Thecontentsgeneratedobviouslyactasapromptwhichhelpwriterstocontinuetheworkandtohelptoensuretheconherencewithinthesametext,whiletheresourceshelptorelievethememoryburdensduringwriting.3.2LongtermmemoryofthewriterItisimpossibleforwriterstofabricateoutofthinair,instead,abundantknowledgereserveisessentialinwritingincasewriterscanretrieveinformatinwhenneeded.Inlongtermmemory,threekindsofknowledgerelevanttowritingshouldbestored:backgroundknowledgeaboutthetopic,theknowledgeaboutaudienceandrhetoricalknowledge.Theknowledgereservedinlongtermmemoryprovidesindispensableinnerresourceforwriting.Benton&Kiewramadeaclassifaicationoftheavailableknowledgeinlongtermmemory:topicknowledgeanddiscourseknowledge.(Benton&Kiewra,1987).WhatitdenotesisbasicallythesameasinFlower&Hayes'(1980).Themorethetopicknowledgeisstoredinthelongtermmemory,thefasterthewritercangenerateandretrieveinformatinneeded,orthemoreisthecognitiveresourcethewriterscanemploytoorganizethetext,thus,themoreautomaticthewritingprocesswouldbe.3.3writingprocessWritingprocessmainlytakesplaceint\theworkingmemory,thusthiscomponentcanalsobecalledasworkingmemory.FlowerandHayessuggestthatwriters'workingmemorycanbedividedintothreebasicprocesses,namely,planning,translatingandreviewing,eachcontainsseveralsubprocesses.3.3.1planningPlanningreferstothepreparationdonebythewriterbeforeofficiallystartingtowrite.Itisinvolvedwiththreesubprocesses；contentgeneration,goalsettingandorganization,whichareinteractedwitheachotherandareindispensableinaccomplishingthewholewritingtask.(1)GenerationGenerationistheprocessinwhichwritersgeneratetheideasneededforwriting,whichcomesfromlongtermmemory.Duringplanning,writersshouldretrievetheinformationrelevanttothetopic.Forexample,astudentissupposedtowriteatextaboutadog.Hemustwithdrawtheimagesstoredaboutdogsandwhathehasreadaboutdogs.Ifpossible,hemayrefertootherdocumentmaterialsifnecesssary.Onlyafterthisprocesscanhebesurewhatheisaboutwrite.(2)GoalsettingGoalsettingmeansthatwritersestablishacriteriumbeforewritingtoguidetheexecutionofthewritingplan.Agoalcouldbemulti-dimensonal,whichcanrefertothelengthofthetextaswellasthequalityofthetext.Actually,goalsettingisnotexclusiveintheplanningstage,itmaytakeplaceatanystageinthewritingprocess.(3)OrganizationDuringorganization,writerschoosefromtheinformationretrievedandmake