Foreword by Guy Cook
Foreword by Yah Huang
List of Abbreviations
List of Tables
List of Figures
Chapter 1 An Overview
1.1 Introduction
1.2 Statement of the Problem
1.3 Purpose and Method of the Study
1.4 Significance of the Study
1.5 Organization of the Book
PART I A LITERATURE REVIEW OF PREVEIOUS STUDIES
Chapter 2 Studies on ENL Writing Processes
2.1 Introduction
2.2 Studies on the General Writing Process
2.3 Studies on the Sub-processes of Writing
2.4 Cognitive Models of the Writing Process
2.5 Chapter Summary
Chapter 3 Studies on ESL Writing Processes
3.1 Introduction
3.2 Studies 0n theGeneral:ProcesS of ESL Writing
3.3 Comparison of L1 and ESL Writing Processes
3.4 Use of the L1 and Translation in ESL Writing Processes
3.5 Chapter Summary
Chapter 4 Studies on EFL/FL Writing Processes
4. 1 Introduction
4.2 Comparison of L1 and EFL/FL Writing Processes
4.3 Use of the L1 and Translation in EFL/FLComposing Processes
4.4 Learning Strategy Use and EFL/FL WritingProcesses
4.5 Knowledge Level and EFL/FL Writing Processes
4.6 Chapter Summary
Chapter 5 Studies on the Writing Processes of Chinese Learners of English
5.1 Introduction
5.2 Studies on the Writing Processes of Chinese ESL Learners
5.3 Studies on the Writing Processes of Chinese EFL Learners
5.4 Chapter Summary
PART II A QUALITATIVE STUDY ON THE ENGLISH ICVRITING PROCESSES OF CHINESE EFL LEARNERS
Chapter 6 Rationale for the Study
6.1 Introduction
6.2 Need for Studies on EFL Writing Processes
6.3 Need for Studies on EFL Writers with Different English Proficiency
6.4 Need for Studies on the Writing Processes of Chinese EFL Learners
6.5 Need for Studies On Norr-English Majors in the Chinese Context
6.6 Methodological Strengths of the Study
6.7 Chapter Summary
Chapter 7 Methodology
7.1 Introduction
7.2 Safeguards for the Research Design of the Study
7.3 The Participants
7.4 Sources of Data
7.5 Procedures for Data Collection
7.6 Rationale for the Think-aloud Protocol as the Main Source of Data
7.7 Analysis of the Data
7.8 Chapter Summary
Chapter 8 Backgrounds, Perceptio/ts and Attitudes,Writing Processes, and Written Compositions of the Band 4 Group
8.1 Introduction
8.2 Writing Backgrounds of the Band 4 Group
8.3 Perceptions and Attitudes of the Band 4 Group
8.4 Writing Processes of the Band 4 Group
8.5 Features of Written Compositions of the Band 4 Group
8.6 Chapter Summary
Chapter 9 Backgrounds, Perceptions and Attitudes,Writing Processes,and Written Compositions of the Band 6 Group
9.1 Introduction
9.2 Writing Backgrounds of the Band 6 Group
9.3 Perceptions and Attitudes of the Band 6 Group
9.4 Writing Processes of the Band 6 Group
9.5 Features of Written Compositions of the Band 6 Group
9.6 Chapter Summary
Chapter 10 Backgrounds, Perceptions and Attitudes,Writing Processes, and Written Compositions of the Band 8 Group
10.1 Introduction
10.2 Writing Backgrounds of the Band 8 Group
10.3 Perceptions and Attitudes of the Band 8 Group
10.4 Writing Processes of the Band 8 Group
10.5 Features of Written Compositions of the Band 8 Group
10.6 Chapter Summary
Chapter 11 Cross-group Analysis of Subprocesses, Strategies,Written Compositions, and the Role of the Mother Tongue
11.1 Introduction
11.2 Sub-processes
11.3 Adoption of Writing Strategies by Category
11.4 Cross-group Tendencies in Writing Strategy Use
11.5 Role of the Mother Tongue
11.6 Features of Written Compositions
11.7 Chapter Summary
PART III INISIGHTS INTO EFL WRITING AND ITS INSTRUCTIONS IN THE CHINESE CONTEXT
Chapter 12 Relating L2 Proficiency to Thought Presentation,L2 Writing Competence, and the EFL Writing Process
12.1 Introduction
12. 2 Audience Awareness, Writing Fluency, Patterns,and Diversities
12. 3 Patterns and Tendencies in Writing Strategy Use
12.4 Mother Tongue, Medium of Thought, and Thought Presentation
12．5 A Model of L2 Writing Competence
12．6 A Model of the Writing Processes of Chinese EFL Learners
12．7 Chapter Summary
Chapter 13 Towards．a(chǎn) Model：for EFL Writing Instructions in the Chinese Context
13．1 Introduction
13．2 Pedagogical Implications for EFL Writing Instruction
13．3 Towards a Trinity Model：for EFL Writing Instructions in the Chinese Context
13．4 Chapter Summary
Chapter 14 Conclusions and Recommendations
14．1 Summary of the Studio
14．2 Limitations：ofith'e Study
14．3 Suggestioris fortFurther Research
14．4 Concluding Remarks
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ The Writing Prompt
Appendix Ⅲ Questions Guiding Semi—structured Interviews
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