中国英语学习者英语写作动机调查
马
欢 杨鲁新
（外语教学与研究出版社 基础英语教育事业部, 北京 100089；北京外国语大学 中国外语教育研究中心, 北京
100089）
提要：本研究调查了中国北方某综合大学的 57 名非英语专业学生学习英语写作的动机。本研究采用问卷调查和访谈
方式收集数据。内外动机模式调查问卷根据自我决定理论设计。问卷调查结果显示，中国非英语专业大学生有明确
的动机学习英语写作。男女生仅在两项动机类型上存在显著性差异。访谈分析结果显示，学生对学习英语写作的动
机与教师的判断有很大不同。另外，学生对于大学阶段的英语写作学习的需求与教师的教学内容存在矛盾。
主题词：英语写作动机；大学英语；内部动机；外部动机；写作教学
中图分类号：H319
文献标识码：A
Motivation is one of the most important factors in the initiation of second language (L2) learning
and the maintenance of long and often tedious learning process (Arnold 1999; Dörnyei 1994; Ellis
1994; Gao 2003). Contrasted with the rich literature on motivation in L2 learning in general, less
information is available on motivation to learn specific skill in L2 learning. To contribute to this
domain, the present study intended to examine the motivation orientations of a group of Chinese
EFL learners in their development of English writing competence.
Sasaki (2000) argued that the development of L2 writing ability is emotionally driven to some
extent. Motivation could be one of “explanatory variables for L2 writing ability” (Sasaki & Hirose
1996: 162). Hayes (1996) indicated that the desired writing outcomes need to activate writers’
internal resources. Likewise, Heng & Abdullah (2004) pointed out the importance of motivation in
shaping the actions taken by L2 writers. A few researchers in China (Du 2004; Liu, Zhou & Cao
2003) also argued that the lack of motivation might hinder the development of English writing
competence of Chinese EFL learners. Du (2004) found that Chinese EFL learners might not
understand the underlying value of learning to write in English. Ji (2005) suggested that the
arousing of L2 writers’ motivation may lead to more successful writing. However, these studies did
not explore the types of the participants’ writing motivation and examine the motivational
orientations that Chinese EFL students had in their process of learning to write in English. The
present study investigated the profile of the motives underlying the actions of a group of Chinese
EFL learners who learned to write in English. Such information might be helpful in terms of
evaluating and perhaps reconstructing the instruction on English writing at the universities in
China.
The study was guided by the following research questions:
1. What motivate Chinese non-English major college students to learn to write in English?
2. Are there any gender differences in Chinese non-English major college students’ writing
1
motivation?
3. What are Chinese EFL students and instructors’ attitudes towards learning to write in English
in university?
4. What are Chinese EFL students and instructors’ attitudes towards current English writing
instruction in university?
A self-determination approach to motivation
To achieve the research purpose, the present study followed the principles of the intrinsic and
extrinsic motivation model based on Self-Determination Theory (Arnold 1999; Bian 2003; Dörnyei
1998; Ellis 1994) in designing the investigation instruments and interpreting the data.
Self-Determination Theory (SDT) identified three needs for human beings, i.e., the needs for
competence, the needs for relatedness, and the needs for autonomy (Ryan & Deci 2000). Ryan
and Deci (2000: 71) argued that, when a person attempts to carry out an activity, his motivation
for the behavior “can range from amotivation or unwillingness, to passive compliance, to active
personal commitment”. In other words, “these different motivations reflect different degrees to
which the value and regulation of the requested behavior have been internalized and integrated”
(Ryan & Deci 2000: 71). Under this model, motivation consists of amotivation, extrinsic motivation,
and intrinsic motivation.
Amotivation refers to the state of lacking of control or an intention to perform an action (Ryan
& Deci 2000). Amotivated individual might carry out an activity but he cannot see the value
underlying his behavior and he doubts his ability to control the whole process and whether there
will be a desired result.
Extrinsic motivation refers to the separable outcome which pushes an individual to carry out
an activity. In this instance, the level of self-determination is the lowest. Extrinsic motivation
includes external regulation, introjected regulation, and identified regulation. The three forms of
extrinsic motivation vary in the extent to which their regulation is autonomous. Individual
motivated by external regulation might do things in order to obtain rewards given by others or to
avoid punishment from others. Introjectied regulation refers to the internal pressure from
achieving rewards or avoiding punishments. In this instance, people might carry out an activity
because he will feel guilty or shame if he does not do it (Ryan & Deci 2000). The internal pressure
will push the individual to take action, that is, introjected regulations are partially internalized.
Identification is a more autonomous, or self-determined, form of extrinsic motivation (Ryan & Deci
2000). An individual, who is motivated by identified regulation, participates in an activity because
they see clearly identified advantages of the activity. He can recognize and accept the underlying
value of the behavior. Thus the individuals with identified regulation are more autonomous in their
actions (Ryan & Deci 2000).
Intrinsic motivation refers to the innate satisfactions of doing an activity rather than for some
separable outcome. An intrinsically motivated person takes an action just for the fun or challenge.
Within the realm of education, three levels of intrinsic motivation have been distinguished. The
first is intrinsic motivation to stimulation, which is the purest type of motivation. In this instance, the
individual carries out an activity for the simple pleasure of doing it. The individual with this intrinsic
motivation is most autonomous and self-determined. The second is intrinsic motivation to
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accomplishment. This type of motivation occurs when the individual performs an activity for the
pleasure of feeling competent. The last is intrinsic motivation to knowledge. In this case, the
individual takes actions because of the pleasure of learning a new skill or learning new
knowledge.
Methods
1. Participants
A convenient sample (Brown & Rodgers 2002) of 92 undergraduates from a large
comprehensive university in the north of China participated in this study. They were second-year
non-English major students. Thirty students participated in the pilot survey study to testify the
questionnaire for the main study. Sixty-two students from three programs participated in the main
study, and fifty-seven questionnaires were valid. Table 1 shows the demographic information
about the 57 participants. The majority of the participants (91.2%) aged between 19 to 21 years
old. Male students (61.4%) were more than female students (38.6%). Thirty-two students (56.1%)
came from the country, sixteen (28.1%) from the town and 9 (15.8%) from the city. Thirty-four
participants (59.6%) started to learn English when they were in junior high school, that is, between
13 to 15 years old. Twenty of them (35.1%) learned English when they were between 9 to 12
years old in primary school. Three participants started to learn English after they were 15 years
old. All the student participants had formal instruction of English in school for at least seven years.
Generally speaking, they had an intermediate level of English proficiency. The students came
from various regions of China and majored in technology. As they all specialized in popular
subjects, such as automation, their scores for College Entrance Examination (CEE) were in front
rank among the students in that university. At the time of this study, they were in the third
semester of their English studies during their undergraduate education (they were required to take
English courses for four semesters).
Table 1
Demographic information about the participants
Age
＜19
Gender
19-21
＞21
male
Starting age of
Family background
female
country
English learning
town
city
9-12
13-15
＞15
cases
1
52
4
35
22
32
16
9
20
34
3
%
1.8
91.2
7.0
61.4
38.6
56.1
28.1
15.8
35.1
59.6
5.3
The college English course was compulsory to them. They had four classes (four hours) every
week. According to students’ regular English writing composition scores, the participants were
identified as two groups: “good writers” and “weak writers”. Two students from the group of “good”
writers and two from the group of “weak” writers volunteered to be interviewed for further study on
their attitudes toward learning to write in English and their perception of current English writing
instruction. The two “good writers”, Zhu and Li, were in an English writing course given by an
American instructor. They took this course once a week (about two hours). Zhu and Li also took
the regular English course given by a Chinese instructor twice a week (about four hours). Table 2
profiles the four students.
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Table 2
The profiles of the four students
Family
Starting age of
Writing
English learning
achievement
20
9-12
“good writer”
country
20
13-15
“good writer”
male
country
20
9-12
“weak writer”
female
country
20
13-15
“weak writer”
Student
Gender
Zhu
male
town
Li
male
Zhang
Wang
background
Age
.
The instructors of the two classes also agreed to participate in this study, which I named Wan
and Yang. Wan was 25-year-old female and Yang was 27-year-old male. They all had taught
English for 5 years in this university.
2. Instruments
The instruments for this research consisted of a questionnaire and two semi-structured
interview schedules. The questionnaire was modified from Language Learning Orientations Scale
– Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales (Noels, Pelletier, Clément,
& Vallerand 2000: 84-85). The Writing Motivation Questionnaire was first piloted on 30
undergraduates, and then used for the main study. The questionnaire consisted of two sections.
The first section includes 12 statements on writing motivation types (i.e., amotivation, intrinsic
motivation, and extrinsic motivation), two on students’ attitude toward writing tasks, and one on
students’ attitude toward English writing, measured by a 7-point Likert scale (1 = I strongly
disagree; 7 = I strongly agree). The second section of the questionnaire was on the relevant
background information of students’ writing experience and their comments on current writing
instruction. It included eight items of multiple choices and one open question.
Two semi-structured interview (Merriam 1998) schedules were designed for students and
instructors. These interviews intended to gain an insight into the impact of motivation on students’
process of learning to write. The guideline for students was mainly on their attitudes and feelings
towards their teachers’ instruction and their previous English writing experiences. The guideline
for instructors focuses on their methods of teaching English writing and their perceptions of their
students’ motivation on learning to write in English.
3. Data collection
The data were collected during the 9th week of the 16-week fall semester in 2006. The two
instructors reserved fifteen minutes of the class time for their students to complete the
questionnaire. The student participants were informed in advance that their participation was
voluntary, their responses were anonymous and only used for research purposes, and their
teachers had no access to their responses. Sixty-two copies of the questionnaire were issued and
57 copies were valid.
Four students (two “good” and two “weak” writers) were interviewed individually at their spare
time and each interview lasted about 40 minutes. The two instructors were also interviewed
individually and each interview lasted about 60 minutes. All the interviews were conducted in
Mandarin and recorded with permission.
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4. Data analysis
The questionnaire data were analyzed by using a statistical analysis program (SPSS 11.0).
The statistical analysis examined the general tendency of the student participants’ writing
motivation types and the impact of the demographic features (e.g., gender differences) on various
types of motivation. The interviews were transcribed verbatim in the original language used
(Chinese). Adopting the qualitative research methods of analytic induction (Goetz & LeCompte
1984) and constant comparison (Miles & Huberman 1994), the qualitative data (interview
transcripts and answers to open questions) were read iteratively for recurring themes or patterns
regarding their EFL writing motivation.
Findings and Discussion
1. The types of motivation
The data analysis showed that the participating Chinese students had clear motivation to
learn to write in English. The types of motivation of those students had were in the descending
order of extrinsic motivation (M = 4.926), intrinsic motivation (M = 4.611), and amotivation (M =
2.439). The students appeared to have stronger extrinsic motivation. Table 3 presents the mean
score for each subtype of intrinsic and extrinsic motivation.
Table 3 Mean of seven subtypes of motivation for learning to write in English
Amotiva-ti
on
Mean
2.439
Extrinsic motivation
Intrinsic motivation
External
Introjected
Identified
Accomplish-
Know-
Stimula-
Regulation
Regulation
Regulation
ment
ledge
tion
4.211
4.719
5.746
4.711
5.702
3.965
As shown in Table 3, identified regulation ranked first with the mean score of 5.746,
suggesting that the participants had recognized the underlying value of learning to write in English.
More than one third of the participants (38.6%) strongly believed that learning to write in English
was good for their personal development. Identified regulation is the most autonomous and
self-determined among the three subtypes of extrinsic motivation. That is, these participants
appeared to be more autonomous in their learning to write in English.
Intrinsic motivation to knowledge ranked the second with the mean score of 5.702. Intrinsic
motivation is the most self-determined one (Ryan & Deci 2000). This meant that students learned
to write in English for their pleasure of learning a new skill or new knowledge. The students’
writing motivation came primarily from their inherent satisfaction of doing the activity (English
writing).
The third one was introjected regulation with the mean score of 4.719. In this instance, the
motivation came from internal pressure of students. More than half the participants (61.4%)
thought that they would feel ashamed if they could not write in English after so many years of
English learning.
Intrinsic motivation to accomplishment ranked the fourth with the mean score of 4.711. This
motivation came from the pleasure of feeling competent. Over half the students (57.9%) believed
that they could feel the satisfaction when they were in the process of accomplishing writing
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exercises in English. Many students (71.9%) said that they could get a feeling of accomplishment
in their practice of English writing. The result indicated that students had a relatively high intrinsic
motivation to improving their English writing competence.
External regulation was in the fifth place with the mean score of 4.211. Its level of
self-determination is the lowest. It suggested that students learned English writing to satisfy some
external demand, for example, to pass exams. Among the participants, 45.6% of them said that
their purpose of learning to write in English was to get a better job; 59.6% of them admitted that
their motive was to pass the exam. However, 35.1% of the participants expressed that their
learning to write in English was not for the sake of passing the examination.
The sixth was intrinsic motivation to stimulation with the mean score of 3.965. This is the
purest type of motivation. However, it ranked the last but one in this study. Only 28.1% of the
students agreed that they experienced a “high” feeling (excitement) while writing in English. In
contrast, 40.4% of the students said they did not experience any enjoyment in their process of
learning to write. Amotivation ranked the last with the mean score of 2.439. This result showed
that most of the student participants learned to write in English with a clear learning goal.
2. Gender differences in writing motivation
The ANOVA analysis of the questionnaires (see Appendix A) showed that gender differences
were rendered nonsignificant on amotivation and intrinsic motivation. However, the influence of
gender remained significant on external regulation (Q3, p = .031) and identified regulation (Q8, p
= .024). Table 4 illustrates the mean score of each question item answered by the female and
male participants. In terms of Question 3, the mean score for the female students’ choices was
4.59, which was more than male students’ (M = 3.43). For Question 8, the mean score for the
female students’ choices (M = 6.23) was also more than male students’ (M = 5.17). This result
indicated that female students were more aware of the external demand and the essential value
of learning to write in English.
Table 4
Amotivation
Item
Q1
.68
Sig.
7
2.3
M/ F
2
M/ M
2.4
9
Gender differences
Extrinsic motivation
Q2
Q3
Q5
Q6
Q7
.306
.031
.877
.256
.170
2.73
4.59
4.5
5.09
6.18
2.29
3.43
4.57
4.49
5.74
Notes: M/F: Mean of female students
Intrinsic motivation
Q8
.02
4
6.2
3
5.1
7
Q9
Q11
Q12
.256
.083
.178
4.59
4.95
5.36
4.03
4.14
4.71
Q1
Q1
3
4
.38
.51
9
4
5.9
3.8
1
6
5.5
3.5
7
7
M/M: Mean of male students
Q3: In order to get a better job later on, I learn to write in English.
Q8: I learn to write in English, because I choose to be the kind of person who can write in a
second language.
3. Attitudes towards teaching and learning English writing
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The two instructors (Wan and Yang) commented that the students had quite low motivation
towards the development of English writing competence except passing the College English Test
Band 4 (CET-4). For example, the female instructor Wan said:
他们只是完成作业，不注重写作过程自己的提高。老师不布置作文，自己是不会去写的。
还是为了考试吧。(Wan, interview)
The two instructors commented that the students did not really see the value of learning to
write in English. Interestingly, instead of helping students see the importance of English writing
competence, they primarily prepared their students for the CET-4 in their daily practice of English
writing instruction. The writing topics for the students to practice were similar to those in the CET-4.
In their opinion, the students were not capable of practicing other types of writing because the
students had difficulty in expressing their ideas at their current disposal of English proficiency. As
the male instructor Yang commented,
学生没有能力完成，我对他们能力怀疑，他们想说的，说不出来。(Yang, Interview)
The two instructors expressed that it was time-consuming for them to teach English writing as
a part of their English courses because there were so many texts required to be taught over the
semester. In addition, they felt that the students gained little from English writing instruction. In
their words,
写作（教学）
，收效小，花精力太大。改一篇作文，要 20 来分钟吧，一个班就 60 来人，
而且收效不大，有一些错误，是反反复复的出现，还是错，都是一些基本的错误。(Wan,
interview)
他们(对英语写作)态度根本不对，写完根本不看。经常犯最简单的语法错误
……学生写出来的内容基本都一样。英语写作教学是浪费时间，他们输入
的东西太少，没法输出。(Yang, Interview)
In contrast, the four interviewed students showed different opinions from their instructors’
perception of their writing motivation. Zhu and Li were considered as good writers by their
instructors. They were highly self-determined and autonomous L2 writers with strong intrinsic
motivation. Zhu thought language was for communication and exchanging ideas. Furthermore,
Zhu believed that it was necessary for a qualified university graduate to acquire English writing
competence. Zhu enjoyed writing in English and noticed his achievement through English writing
practice. Zhu’s motive to write in English came from “the self”. Likewise, Li said it was pleasurable
for him to be able to communicate in another language. Li’s writing motivation came from his
innate satisfaction. Li preferred to write without too many requirements, for example, the words’
limitation, because those requirements constrained his thought. Li commented that the topics
given by his instructor were not related to their life and wished that they could approach different
kinds of English writing such as resume, report, poems or novels and so on over their two-year
university English courses.
Compared to the writing course given by the Chinese instructor, they all favored the writing
course given by the foreign instructor. The foreign instructor put more attention on the structure
and content, whereas the Chinese instructor focused on grammar. The foreign instructor taught
them how to communicate in English, whereas the Chinese instructor taught them how to pass
the CET-4. In Li’s words,
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更喜欢外教的题目，和实事联系的比较紧。课下去写，上课讨论，意见综合一下，就差不多了……
我觉得讨论的有价值，印象深刻，可以相互 share……讨论完了，就有很强的欲望去写出来了……
（中国老师）关注结果，外教（关注）是过程……我觉得外教的更好，让思维更活跃……咱的
老师（中国老师）还是为了过级，太死板了，应试性太强。外教关注的是实际交际能力。(Li,
interview)
Wang and Zhang were considered as weak writers by their instructors, but they all held a
positive attitude toward learning to write in English. Wang said that:
（用英语）写些东西，还是蛮好的，是种享受。英语能表达出汉语表达不出的感受，更
舒服。学英语，就是为了用，起码需要以后表达自己思想吧，写还是需要的。(Wang,
interview)
Wang attached an importance to the practice of writing skill in English learning. This showed
that she understood the importance of English writing practice. Wang appeared to have strong
intrinsic motivation in her English writing practice. Similar to Zhu, Zhang thought writing in English
was an important communicative skill. He considered that his English writing ability could reflect
his overall competence of English language. After so many years of English learning, he thought
he should be able to write in English. In other words, He felt guilty or shame if he could not write in
English. Zhang showed his introjected regulation motivation in his learning to write in English.
Zhang also said that his main purpose of learning to write in English was to pass exams. That is,
the external demand was another motive for him to learn to practice English writing.
Wang and Zhang showed negative feeling toward the current exam-oriented English writing
instruction. Wang hoped that the topics given by her instructor could be interesting and related to
their life. Zhang hoped that the writing task could give them an opportunity to do research before
writing. Zhang commented that his teacher’s primary focus on grammar demotivated his interests
in English writing practice. Wang indicated that she obtained little new information about English
writing from their university English courses, because she had learned about the basic
requirements on English essay writing (e.g., topic sentences, supporting ideas, etc.) from her
previous high school English courses.
4. Comments on English writing instruction
Commenting on the current English writing instruction, in their responses to the questionnaire,
fifteen students (of 57 participants) said clearly that they wanted to learn practical writing, such as
resume, report, note, and so on. The majority of the participants (71.9%) believed that English
writing skill was a useful communication tool. Similar to the participants in Heng and Abdullah
(2004), the participating Chinese college students highly valued English writing skill in their life
and future work.
The participants also gave their comments on the writing tasks in the English writing courses.
In the questionnaire, two items (Question 10 and Question 15) were about English writing
exercises. Table 5 shows the statistic analysis results of these items. Many participants (52.6%)
held a negative feeling toward the writing exercises in class. They wanted to write more freely and
did not like to have so many stringent requirements. Over half the participants (63.2%) thought
that those writing exercises were challenging for them. It appeared that the writing exercises in
the English writing courses did not arouse students’ interests.
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Table 5
Strongly disagreedisagree
Results of Question10 and Question 15
Mean
Strongly agree -
No comment
agree
female
male
Q10
30
52.6%
8
14.0%
19
33.3%
4.14
3.31
Q15
13
22.8%
8
14.0%
36
63.2%
4.91
4.54
Notes: Question 10: I feel the writing exercise in class is interesting.
Question 15: The writing exercise in class is challenging for me.
Conclusion
This study found that the participating Chinese EFL students had clear motivation to learn to
write in English. The students appeared to see the underlying value of learning to write in English
(as shown in the high mean score of identified regulation = 5.746). The students believed that the
development of English writing competence was beneficial to their individual professional growth.
The students also showed the strong tendency of intrinsic motivation to knowledge, indicating that
students were autonomous and self-determined EFL student writers. There was no significant
gender difference in writing motivation except on the two subtypes of motivation - external
regulation and identified regulation. The female students seemed to be more aware of the
external demand and importance of developing English writing competence than the male
students.
This study also found that the discrepancies existed between the instructors’ assumption of
their students’ writing motivation and students’ expectation towards English writing learning. The
instructors assumed that their students practiced English writing primarily for passing the CET-4.
Consequently, the instructors focused on grammar and training students to write according to the
CET-4 writing model. However, the students showed strong motivation toward acquiring English
writing competence. They understood the importance of improving their English writing
competence. They were highly motivated to learn to practice different kinds of writing exercises
besides the CET-4 writing model.
The findings of this study suggest some implications for education and research. This study
suggests the importance of the teacher’s knowledge on the students for his or her effective
teaching (Cook 1996; Silva 1990). It is important and necessary for the teachers to spend time
learning about their students’ motivation, attitudes or demands before the implementation of any
course syllabus. In particular, the instructors of English writing courses need to take into account
the affective factors of their students in their preparation of the English writing course. The
teachers can inform their students of the importance of English writing competence at the
beginning of the course and give the students meaningful and challenging writing tasks to arouse
and maintain their motivation of learning to write in English.
As the present study mainly focused on types of writing motivation by Chinese EFL learners,
further research needs to examine the relationship between EFL writers’ writing achievements
and their motivation orientations. The present study examined a small number of non-English
major students from one university. Further research needs to investigate the students from
9
different academic backgrounds to verify the findings of this study and compare the motivation of
more successful and less successful EFL writers. Furthermore, further research needs to explore
other affective factors, such as anxiety in EFL writing and examining the relationship between
motivation and anxiety. The longitudinal studies are also called for to better understand the
learning process that Chinese EFL students experience in the development of their English writing
competence.
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Appendix A The questionnaire on writing motivation
Amotivation
Q1: I truly have the impression of wasting my time in studying English writing.
Q2: When I write in English, I cannot come to see why I study to write in English.
External
Regulation
Extinctive
Motivation
Introjected
Regulation
Q3: In order to get a better job later on, I learn to write in English.
Q5: I learn English writing because there is a section on writing in every English
test.
Q6: Because I would feel ashamed if I couldn’t write in English.
Q7: I learn to write in English, because I think it is good for my personal
Identified
development.
Regulation
Q8: I learn to write in English, because I choose to be the kind of person who can
write in a second language.
Accomplishment
Intrinsic
Motivation
Knowledge
Q11: For the satisfaction I feel when I am in the process of accomplishing writing
exercises in English.
Q12: I learn English writing for getting a sense of success.
Q13: I learn English writing for the pleasure I experience in learning the
knowledge of writing in another language.
Q9: For the enjoyment I experience when I write in another language.
Stimulation
Q14: I write in English for the “high” feeling that I experience while writing in
English.
Note: Q: Question
An Exploratory Study on Writing Motivation of Chinese EFL Learners
MA Huan1 & YANG Luxin2
(1. Basic English Education Publishing, FLTRP, Beijing 100089; 2. National Research Center for Foreign
Language Education, Beijing Foreign Studies University, Beijing 100089)
Abstract: This study investigated the motivational orientations of a group of 57 college-level Chinese EFL writers
and their perceptions of current English writing instruction in university. Data included the questionnaire responses
from 57 students and the in-depth interviews with 4 students and 2 instructors. Analysis of the questionnaires
suggested that the majority of the participants were highly motivated to learn to write in English. There was no
significant gender difference in overall motivational orientations except in two subtypes of motivation (i.e., external
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regulation and identified regulation). Analysis of the interview transcripts showed the discrepancies on students’
writing motivation between what the students perceived and what their instructors assumed. There was also a gap
between what students expected from English writing courses and what the instructors actually provided in
English writing courses. The findings of this study calls for further research on students’ motivation of learning to
write in English.
Key words: English writing motivation; college English; intrinsic motivation; extrinsic motivation; English writing
instruction
收稿日期：2006-07-31；修订稿：2006-10-09
作者简介：
马
欢，女，外语教学与研究出版社基础英语教育事业部。研究方向：英语语言教育。Email: [email protected].
杨鲁新，女，北京外国语大学中国外语教育研究中心副教授，博士。研究方向：外语教育、外语写作教学研究、应
用语言学。Email: [email protected].
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