The two-year longitudinal case study reported in this paper documents a Putonghuaspeaking mainland Chinese undergraduate student's language learning experiences and strategy use in an English-medium university in Hong Kong. Using a sociocultural approach, this paper focuses on three biographical episodes, which recount how the student attempted to create alternative ways of learning and seek new learning opportunities within the learning context, how she came to realise the limitations of her efforts and withdrew from her early active pursuits, and how she followed other mainland Chinese students in memorising words and attached her own meanings to her memorisation efforts. The paper highlights the social, cultural and political aspects of her strategy use and argues that learners' biographical experiences are an important avenue for us to understand learners' strategy use as a complicated phenomenon revealing the interplay between learners' agency and context.
[Copyright of Innovation in Language Learning and Teaching is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.2167/illt011.0]

Reading comprehension can be seen as a process dependent on the interaction of 'topdown' and 'bottom-up' processes. An important, but neglected, feature of this process concerns the effects of rhetorical organization. This article describes an experiment in which four rhetorically different texts, with identical subject matter, were read by 490 Hong Kong Chinese school children (mean age 14.1), studying in English (their L2). Comprehension was measured by a cloze procedure and by recall protocols. One way ANOVA was used to investigate the effects of different texts on the test scores. The results showed a clear difference in comprehension between the text types and suggest that pedagogical support to increase awareness of rhetorical patterns would be beneficial.
[Copyright of Reading in a Foreign Language is the property of Meena Singhal & John I. Liontas.
Access via Directory of Open Access Journals: http://nflrc.hawaii.edu/rfl/]

作者指出，根據記憶的理論，有正確詳盡的資料輸入大腦，才會有相應的輸出，故教師應注意這個重要的寫作教學項目。作者用了一些曾試用而有效的例子，說明利用刺激學生視覺、聽覺、味覺、觸覺等感官的方法，輸入資料和經驗，學生寫作便有素材，輸出便不會有困難。（鄭佩芳整理）

To assist readers in establishing metacognitive awareness of text structure in English, the author proposes a strategy training program. The author argues that an explicit teaching of text structure and students' proficiency level are influential to students.

作者的研究以觀察學生寫作過程為主，但學生的寫作經驗、寫作背景、寫作習慣均在研究之列。這個研究採用「個案研究」方法。為了研究學生的寫作思維過程，故採用「先口述，後筆寫」的方法。作者指出，總的來看，研究對象的中文和英文寫作思維過程大致相同。結果顯示寫作的時候，學生經歷了下列階段：動筆、預期、轉換、暫停、修訂、覆閱、停筆等。（周麗英整理）

文章對於寫作教學有以下的建議：一、著重教授不同的寫作策略；二、以學生為中心來設計教學方式；三、鼓勵學生暢所欲言。作者認為，老師對學生的錯誤應採取較寬容的態度，而非以「尋找錯誤」為主要目標。（關之英整理）

作者指出，寫作是一種複雜的思維過程；「暫停」是學生寫作時停下來做其它思維活動。作者的研究利用「大聲想」、「錄影法」、「刺淚回憶法」等方法，收集研究對象的「暫停」的資料，並比較中英文寫作的暫停的異同。研究結果顯示，寫中文時，研究對象比較多想內容、邏輯、轉換方面的問題；寫英文時，他們多想「串字」、「文法」、「標點」等問題。（何文勝整理）