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ABSTRACT

This study is undertaken to investigate

the transformational strategies of spoken Cantonese to Modern Standard Written Chinese during the composing process by senior secondary school students in Hong Kong. Moreover. a taxonomy of transformational strategies for students is formulated.

A case-study approach was adopted. and the major method to gather data was thinking-aloud protocol analysis. Three research subjects of senior secondary school students were studied, two native

s pea k e r s 0 f Can ton e sea n don e Put 0 n g h u a. The y w_e r e asked to do two tasks. One was to write a descriptive text of an abstract figure and the students were encouraged to imagine or to express their feeling about it. The second task was to write an argumentative text. They were audio- and video-taped as

they composed aloud and the resulting -protocols

were analyzed In conjunction with the texts

produced. The think'ing-aloud protocol is the

intended representation of the thought of the

subjects during writing, while the written text is

the executed representation. The discrepancies of

the two representations involve the process of transformation by the subjects during writing. The present research IS a study of these transformational strategies used by subjects In the process of writing.

It was found that the transformational process of students are basically the same, with considerable variations in strategies amongst the three writers In how they transform their spoken language to written language and In different genre of the written text.

The subjects of Cantonese have to think

the two native speakers of In their own dialect. and

VI.

sentences of Hodern?Standard Written Chinese are generated In a manner of combination of block building. In their Cantonese protocol. large amount

of particles at the end of sentences have been employed. Repetition of words. phrases or sentences are found. There are usually more phrases uttered by the

Cantonese subjects than the Putonghua subject

during the composing process. Al I these might cause disturbance in the line of thinking of the Cantonese subjects and be burden to their short-term memory.

As Putonghua is similar to Modern Standard Written Chinese. the native speaker of Putonghua has the advantage of speaking mode helping in the written mode. As the subject of the native speaker of Putonghua

has less problem in his linguistic constraint. he

can concentrate more on content. word choice. style

or rhetoric devices. so that his transformational strategies of "addition" and "subtraction" are more frequent than those subjects of Cantonese.

There are more transformations in the organization of ideas in the writing of descriptive and abstract text than argumentative text during composing by the three subjects.

Although the three subjects can express themselves quite well in Modern Standard Written Chinese. the effective use of transformational strategies by the subjects will be more significant than their linguistic proficiency. It IS necessary to raise their awareness on the effective use of transformational strategies in producing written text.

Padagogical impl ications from the above are. first. that al I student writers. In order to sharpen their awareness in writing, need to understand their own composing process; they also need to enrich their knowledge of the resources of the language and how these can be used in the

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production of effective written text. Second,

the findings is of great significance to Chinese language teachers, they should shift their attention from the content of writings to the transformational strategies employed by students during composing process. They have to develop the?critical awareness of students in the nature of writing and of being oneself as a writer.

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