雅思写作“一对一”课堂中教师指令选择与学生作文修订的互动——“写作中心研究”理论视域下的案例研究
Interaction between Teachers’ Option on Pedagogical Directives and Students’ Revision in “One-on-One” Classes of IELTS Writing—A Case Study under “Writing Center Research” Theory

本案例研究在二语写作领域中“写作中心研究”理论视域下，以国内某教育培训学校中雅思写作“一对一”课程及其学生为研究案例，使用质性研究方法(课堂教学笔记、学生作文及其改稿文本分析、跟踪采访)收集数据，探索、讨论了“直接型”教学指令(directive)及“间接型”教学指令(non-directive)的使用与学生作文修改活动之间的互动。研究发现：1) “直接型”教学指令对写作中形式知识的教学及激发作文形式修改方面有着较为明显的积极作用；2) 虽然“间接型”教学指令在雅思写作任务2 (学术类)的构思教学中能够促进教学互动的深度，并在一定程度上可激发学作生文修改活动的意愿及能动性，但在形式知识教学及形式修改方面则适得其反，且在文本修改实践中，二语习得及二语使用的介入使得此种指令有可能增加学生的写作焦虑和迷茫。此种焦虑和迷茫，甚至有压倒修改能动性的可能，从而使学生放弃修改活动。
Within the domain of Second Language Writing, the present study, taking IELTS “One-on-One” writing classes with students enrolled at a certain Chinese education training school as a study case, brings “Writing Center Research” theory as a lens to check and discuss how “directive” and “non-directive” pedagogical instruction may resonate with revision activities by subjects. The study employs notes of class teaching activities, textual analysis on students’ essays and revisions, as well as follow-up interviews for collecting diverse data. The findings indicate: 1) “Directive” instruction may play a positive role in teaching form knowledge of language as well as impacting students’ willingness and agency to revise; 2) Though “non-directive” instruction seemingly enables the teacher-student interaction deeply in the aspect of teaching ideation of writing task 2 of IELTS (Ac-ademic), such instruction is likely to increase students’ anxiety and perplexity in EFL writing, even with the possibility of overwhelming their revision agency and consequently making them abandon attempts to revise.