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母语思维与二语写作关系是学术界中颇受争议的一个研究课题。以双语双文化建构为特征的朝汉双语人的母语思维与英语写作之间的关系研究更为复杂。通过看图写作“有声思维”、访谈、回顾等实验方法,以朝鲜语水平优于汉语的“朝汉”双语英语学习者为研究对象,分析学生在英语写作文本输出过程中的母语思维(朝汉双语)影响,进而分析和归纳产生这种现象的原因。研究发现,朝汉双语英语学习者在英语写作文本输出中大量使用双语来帮助他们完成写作任务,但在不同的母语功能类型中,其表现具有不同的特征。
The relationship between mother tongue thinking and second language writing is a controversial subject in academia. The study of the relationship between mother tongue thinking and English writing of bilingual bilinguals in both languages is more complicated. By means of experimental methods such as “writing with sound”, interview and review, “BCH learners” who are better at Korean proficiency than those who do not speak Chinese are analyzed. Mother tongue thinking (Korean language), and then analyze and summarize the reasons for this phenomenon. The study found that bilingual learners in both Chinese and English bilinguals use a large number of bilinguals in the output of English writing texts to help them complete their writing tasks, but their performance has different characteristics in different native language function types.