论句型、结构与话题的高中英语写作教学模式

论文摘要

本文旨在构建高中英语课堂SPST(句型、结构和话题)写作教学模式,以便帮助学生减少英语写作错误和进行更为简便有效的写作。SPST模式由句型、结构及话题三要素构成一体。研究表明,许多中学生的写作错误出现在句型层面上。作者认为,句型教学是该模式的关键要素,学生运用句型的能力体现在词汇的语用能力和语法的应用能力,写作技能可以通过对句型、结构和话题三位一体的训练得到加强。作者发现,阅读是学生获取话题知识的良好途径,阅读能够为顺利写作打下基础。SPST写作教学模式就是通过课堂内外的写作任务进行句型、结构和话题的整合训练,以提高学生的写作能力,帮助他们增强语篇结构意识,达成文章的衔接与连贯。嘉惠中学的133位高三学生参加了SPST写作模式的训练。在将近8个月的实验中,学生在句型、结构意识和基于阅读理解的话题等方面得到了强化的训练。实验进行了前测、后测以及两次问卷调查。前测和后测的对比结果显示,经过训练的学生,写作错误大为减少,写作能力大大提高。问卷调查结果表明,学生写作信心有所增强,写作态度得以转变,许多学生开始兴趣于写作活动。由于时间关系和经验不足,该写作模式在实践中难免有一些缺陷,但总体而言,本研究的效果是令人满意的,这说明,SPST写作模式是可行的。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Introduction
• Chapter One The Importance of Writing for Middle School Students and the Significance of the Research
• 1.1 The Importance of Writing
• 1.1.1 What is writing?
• 1.1.2 Functions of writing
• 1.2 Writing Requirements for Middle School Students in China
• 1.2.1 Writing Requirements in New English Curriculum Standards
• 1.2.2 Writing Requirements in National Matriculation English Test
• 1.3 The Problem of student's writing
• 1.4 The Significance of the research
• Chapter Two Hypothesis
• 2.1 Relevant Theories and Researches of Writing
• 2.1.1 Models of writing
• 2.1.2 A brief review of teaching approaches
• 2.1.3 Towards a synthesis:writing in the process genre approach
• 2.2 Background of the hypothesis
• 2.3 Theoretical basic of the hypothesis
• 2.4 Hypothesis and questions
• Chapter Three The Building of SPST Writing Model
• 3.1 Description of sentence patterns
• 3.1.1 Four sentence patterns of English
• 3.1.2 Other patterns that add variety to writing
• 3.1.3 Three major contrasts between English and Chinese sentence structures
• 3.2 Approaches to sentence patterns
• 3.3 Practice of structures
• 3.3.1 Schemata theory and structures
• 3.3.2 Establishment of schemata of structures
• 3.3.3.Cohesion
• 3.3.4.Conjunction
• 3.4.Practice of topics
• 3.5 Integration of sentence patterns,structures and topics
• Chapter Four A Case Study
• 4.1 Subjects
• 4.2 Pre-test
• 4.2.1 Writing task
• 4.2.2 Data
• 4.2.2.1 Data Collection
• 4.2.2.2 Data processing
• 4.2.3 Statistics and descriptions
• 4.3 A questionnaire after the pre-test
• 4.4 Post-test
• 4.4.1.Data collection
• 4.4.2 Average of scores
• 4.5 A questionnaire after the post-test
• Chapter Five Discussion and Conclusion
• 5.1 Contributions of the SPST model to writing
• 5.1.1 Contributions to strategy training in foreign language writing
• 5.1.2 Contributions to the awareness of audience and purpose
• 5.1.3 Contributions to problem-solving
• 5.1.4 Contributions to the coherence of the text
• 5.2 Teachers'role in the building of SPST Model
• 5.2.1 Teachers as diagnosticians
• 5.2.2 Teachers as coaches
• 5.2.3 Teachers as coordinators
• 5.2.4.Teachers as mediators
• 5.3 Conclusion
• 5.4 Limitations of the thesis
• 5.5 Further research
• Bibliography:
• Appendix Ⅰ:中学生英语写作情况问卷调查（After the Pre-Test）
• Appendix Ⅱ:The Result of the Questionnaire after the Pre-Test
• Appendix Ⅲ:SPST写作模式训练问卷调查（After the Post-Test）
• Appendix Ⅳ:The Result of the Questionnaire after the Post-Test
• Appendix Ⅴ:The Scores of the Students in the Pre-Test and the Post-Test
• Acknowledgement