“学伴用随”原则下二语写作工作坊的设计及其效果评估

本文以广东外语外贸大学2012年英语写作工作坊为例，探讨在"学伴用随"原则指导下，如何设计二语写作的课外活动。在调查了学员的满意度及反馈后，笔者总结出"聘请以英语为本族语的写作高材生主持、大量的语言输入、摆脱外语学习的三大情节、运用多模态教学手段"这四方面的实施准则，供学界在设计类似活动时参考使用。

“What co-occurs with a linguistic form being learned will affect its retrieval and use” (Wang 2009). This L2 learning and teaching principle is helpful in designing L2 writing extracurricular activities. To explore the feasibility of this principle, this paper reports a case study of 2012 English Writing Workshop held in Guangdong University of Foreign Studies. Evidenced by the survey and reflective feedback from the students involved in the workshop, this paper summarizes four factors attributed to the success of the activity: a high-achieving American college student as the teacher, large amount of linguistic input, getting rid of three L2 teaching preferences in China, and multi-modalities.