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基于“写长法”的写作教学研究

2020-12-07阅读(855)

基于“写长法”的写作教学研究

论文摘要

面对中国学生听说环境不足,读写环境充裕的现实,广东外语外贸大学的王初明教授提出了“写长法(以写促学)”的教学理念。该理念一经提出,立刻引起了英语教育界的广泛认同。但是,将该理念应用于提高高专学生英语写作能力的研究却很少。通过对唐山学院07级两个自然班的问卷调查,结果显示,高专学生在写作过程中,不仅存在情感障碍,写作策略障碍,更存在语言知识障碍。“写长法”并不能最大限度地满足其知识输入方面的要求。根据“写长法”的基本理念,并结合高专院校学生实际,本文作者提出在“写长法”的基础上应借鉴原有写作教学法的有利因素,利用现有英语精读教材,发挥互联网优势,适量增加课下原著阅读,实行同伴互评,帮助学生建立写作档案等措施来弥补其语言输入方面的不足,并自行设计了一套针对高专学生实际的写作教学步骤,从长度要求,任务设计,评分方法,评估方式等几方面分别进行实验。实验组和对照组分别进行了两次作文考试,用于检验该方法的有效性,并对两组作文文本分别就流利度,复杂度和正式度进行了分析对比,利用SPSS11.5对数据进行了解释说明。对实验组的12名同学进行了访谈,用于检验学生对于该教学法的态度。研究数据表明,鉴于宽松的课外写作环境,积极的教师评语,合作的学习氛围,多渠道的输入和兴趣调动,高专学生对英语写作和学习更自信了;由于写作长度在总分中的比例较高,写作题目迎合学生兴趣,学习者的积极性被极大地调动;以“写长法”为基础的新的教学法对高专学生写作成绩的提高具有积极的作用并受到了学生的广泛欢迎。可以说,以“写长法”为基础的新的教学方法能够在一定程度上克服学生的知识和情感障碍,是一种对于高专学生来说,针对性较强的有效的写作教学方法。最后,作者提出了以“写长法”为基础的教学方法对高专学生大学英语教学几点启示。教学应以学生为中心;知识的输出应与输入并重;教师应帮助学生树立良好的外语学习的自我形象并重新审视传统的作文反馈观念。

论文目录

  • 摘要
  • Abstract
  • Introduction
  • 1 The Background of the Research
  • 2 Significance of the Research
  • 3 Methods of the Research
  • 1 The difficulties Vocational Students Encounter in English Writing
  • 1.1 Data from a Questionnaire
  • 1.2 Details from the Writing Samples
  • 1.3 Discussions on Vocational Students’Writing Obstacles
  • 1.3.1 Psychological Obstacles of English Writing among Vocational Students
  • 1.3.2 Linguistic Obstacles of the Vocational Students in English Writing
  • 2 Methods to Overcome the Writing Difficulties
  • 2.1 Three Popular English Writing Teaching Approaches
  • 2.1.1 The Product Approach
  • 2.1.2 Process Approach
  • 2.1.3 The Genre Approach
  • 2.1.4 Summary
  • 2.2 The Length Approach
  • 2.2.1 Some Descriptions of the Length Approach
  • 2.2.2 Theories Related to Length Approach
  • 2.2.3 The Application of Length Approach in Vocational Colleges
  • 3 Research Scheme
  • 3.1 Overview
  • 3.2 Purpose of the Study
  • 3.3 Methodology
  • 3.3.1 Subjects
  • 3.3.2 Instruments of Data Collection
  • 3.3.3 Procedure
  • 4 Data Collection and Analysis
  • 4.1 Statistical Analysis of the Pretest Scores
  • 4.2 Statistical Analysis of the Posttest Scores
  • 4.3 Sample Analysis on Linguistics Measures
  • 4.3.1 Fluency
  • 4.3.2 Grammatical complexity
  • 4.3.3 Lexical Complexity
  • 4.3.4 Formality
  • 4.4 The Results of the Interview
  • 5 Discussions and Suggestions
  • 5.1 Overview
  • 5.2 Discussion of the Findings
  • 5.2.1 Major Findings
  • 5.2.2 Explanation of the Results
  • 5.3 Pedagogical Implications
  • Conclusion
  • Bibliography
  • Appendix A: A Questionnaire for the Learning of English Writing at Vocational Colleges
  • Appendix B: Writing Assignment for the Pretest and Posttest:
  • Appendix C: The Interviewed Questions
  • Acknowledgements
  • 导师简介
  • 作者简介
  • 学术论文数据集

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    基于“写长法”的写作教学研究
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