《英汉写作过程心理语言学研究》以二语习得和外语教学中的热点话题——外语写作为着眼点，结合最新的研究方向，即对比具有不同二语水平但母语写作水平相同的写作者的英语和母语写作过程，以二语习得领域重要的理论和实证研究作为研究框架，对中国英语专业大学生的英语和汉语写作过程进行了深入的对比研究。本书由孙鑫编著。

《英汉写作过程心理语言学研究》考察不同二语水平的中国高校英语专业学生的二语(英语)写作过程，并与其母语(汉语)写作过程进行对比，藉此来揭示该过程的本质。同时通过对比同一被试者的二语和母语写作过程以及不同二语水平的被试者的二语写作过程，从两个维度，即“注意”的分配和意识程度进行分析。书中运用多种数据收集技术，采用定量与定性分析相结合的手段加以描述分析，对研究二语习得写作的方法有一定的启示作用。

《英汉写作过程心理语言学研究》可供高等院校语言学专业的研究生、教师和二语习得研究者阅读参考。本书由孙鑫编著。

Chapter 1 Introduction

 1.1 Context of the problem

 1.2 Purpose and research questions

 1.3 Significance of the study

 1.4 Organization of the book

Chapter 2 The Role of Attention in L2 Learning and L2 Use

 2.1 The role of attention in L2 learning

2.1.1 The role of attention in input

2.1.2 The role of attention/noticing in output

2.1.3 The relationship between attention and working memory pertaining to SLA

 2.2 The role of attention in the learning context of L2 use--oral production

 2.3 Comments on the studies on attention in SLA

 2.4 Chapter summary

Chapter 3 L2 Writing Research and the Role of Attention

 3.1 L2 writing research

3.1.1 Major models of writing

3.1.2 L2 writing ability: influencing factors

 3.2 Studies of the role of attention in L1 and L2 writing

3.2.1 The psychological mechanism of attention in L1 writing

3.2.2 The role of attention in L2 writing

3.2.3 Comments

 3.3 Chapter summary

Chapter 4 Theoretical Framework for the Study

 4.1 Towards a working definition of attention in the writing process

 4.2 Towards a working definition of awareness in the writing process

 4.3 Operationalizing attention and awareness in the writing process

 4.4 Towards the working definition of output in the writing process

 4.5 Conceptualizing and operationalizing writing as problem-solving

 4.6 Chapter summary

Chapter 5 Research Design

 5.1 The pilot study

5.1 1 Purposes

5.1 2 Participants

5.1 3 Instruments

5.1 4 Procedures

5.1 5 Data analysis

5.1 6 Methodological limitations identified

 5.2 The main study

5.2.1 Research questions

5.2.2 Participants

5.2.3 Instruments

5.2.4 Procedures of data collection

5.2.5 Data analysis

5.2.6 Procedures for analyses

 5.3 Chapter summary

Chapter 6 Results

 6.1 General description of the written products and processes in L1 and L2

6.1.1 Relations of L2 written products to L1 written products and L2 proficiency

6.1.2 Relations of L2 writing process to L1 writing process and L2 proficiency

 6.2 Allocation of attention to aspects of writing

6.2.1 Allocation of attention in L2 and L1 writing processes

6.2.2 Allocation of attention in L2 writing process, influence of L2 proficiency

 6.3 Degree of awareness in attention

6.3.1 Degree of awareness in L2 and L1 writing processes

6.3.2 Degree of awareness in L2 writing process: influence of L2 proficiency

 6.4 Chapter summary

Chapter 7 Discussion

 7.1 L2 proficiency: an influencing factor on L2 written product

 7.2 Aspects of attention in L2 writing process

7.2.1 Writing time and distracting units: indicators of commitment

7.2.2 L1 & L2 writing processes, differential allocation of attention and priority on language use

7.2.3 L2 proficiency's influence on L2 writing process: tendency of allocation and priority of attention

 7.3 Degree of awareness in attention in L2 writing process

7.3.1 Awareness of audience unaffected by the writing language or L2 proficiency

7.3.2 Degree of awareness: exhibition of the dual-process nature of writing

7.3.3 L2 proficiency: influencing the fluent and problem-solving processes

 7.4 A tentative model of the monitoring process of attention in writing

 7.5 Chapter summary

Chapter 8 Findings, Implications, Limitations and Suggestions

 8.1 Major findings

 8.2 Implications

8.2.1 Theoretical implications

8.2.2 Pedagogical implications

 8.3 Limitations

 8.4 Suggestions for future research

 8.5 Chapter summary and concluding remarks

Appendices

References