过程写作法在非英语专业学生自主学习中心的应用

论文摘要

近20年来盛行西方的过程写作法注重写作过程,视写作为循环式的心理认知过程、思维创作过程和社会交互过程,强调写作者在写作过程中的自主性及交互性,提倡通过写作过程而学习写作,重视思想内容的挖掘和表达,旨在提高学生发现问题、分析问题和解决问题的能力,从而最终提高其写作能力。培养学生的自主学习能力近年来一直是教育领域的一个热门话题。在二语教学领域,语言教学的重点也从原先侧重语言知识的教学转为以学生为中心的技能和能力的训练,因此培养学生自主学习能力的研究显得尤为重要。自主语言学习中心是伴随外语教学和研究的不断深入而产生的新生事物。在江西师范大学,一次英语自主学习的教学实验正在进行。学生们每周一次在自主学习中心利用电脑和网络学习。而老师在自主学习中心组织一些活动。因此,在自主学习中心,作者也进行了一次对非英语学生专业过程写作法的调查和实验。根据实验和调查的结果,文章主要分析了过程教学法和成果教学法的区别,探讨在自主学习中心对学生和老师的两种写作课所起到的作用。同时,通过非英语专业学生参加的过程写作法实践和调查,证明过程写作有助于促进学生英语写作能力的提高,增强学生的学习信心,提高学生的英语水平,并阐述过程写作法对当前大学英语写作教学改革的启示。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 The background of the research
• 1.1.1 The situations and problems of English writing in China
• 1.1.2 Two approaches used in teaching writing
• 1.2 The significance of the study
• 1.3 An outline of the thesis
• Chapter Two Literature Review
• 2.1.A pproaches to teaching writing
• 2.2 Process approach
• 2.2.1 Background of Process Approach
• 2.2.2 Stages in process approach
• 2.2.3 Feedback in process approach
• 2.2.4 The role of teachers in process writing
• 2.2.5 Effects of process approach
• 2.3 Product approach
• 2.4 Related studies of process approach in China
• 2.5 Comparing product and process approach
• 2.6 Process approach and cooperative learning
• 2.7 A brief introduction to learning in self-access learning center
• 2.8 Application of process writing approach in self-access learning center
• Chapter Three Research Method
• 3.1 Research questions
• 3.2 Subjects
• 3.3 Research instrument and procedures
• 3.3.1 Questionnaires and interview
• 3.3.2 Pretest-topic writing
• 3.3.3 Posttest-data from CET4 in 2007.12
• 3.3.4 Data analysis
• Chapter Four Process-Writing Experiment
• 4.1.A ssign a meaningful and interesting theme for writing
• 4.2 Brainstorming and mind map
• 4.3 Drafting
• 4.4 Revising and reviewing
• 4.5 Peer feedback and evaluation
• 4.6 Teacher evaluation
• 4.7 Sharing
• 4.8 An example of process writing class
• 4.8.1 Teaching procedure in a process approach class
• 4.8.2 Some problems in writing class
• Chapter Five Results and Discussion
• 5.1 Analysis of questionnaires:
• 5.1.1 Questionnaire I
• 5.1.2 Questionnaire II
• 5.1.3 Conclusion of two questionnaires
• 5.2 Data analysis of pretest and posttest
• 5.2.1 Analysis of topic writing （pretest）
• 5.2.2 Analysis and discussion of result in CET 4
• 5.2.3 Conclusion of pretest and posttest
• 5.3 Discussion of Interview
• 5.3.1 The purpose of writing
• 5.3.2 Students’response on method of teaching writing in self-access center
• 5.3.3 Conclusion of interview
• 5.4 Pedagogical implications of process approach to non-major English writing in self-access learning center
• Chapter Six Conclusion
• 6.1 Major findings of this study
• 6.2 Limitations of the study
• 6.3 Suggestions for further research
• Bibliography
• Appendix
• Appendix I Pre-experimental Questionnaire I
• Appendix II Writing Attitudes Questionnaire II
• Appendix III Interview
• Appendix IV Raw scores for writing tests
• Appendix V An example of process writing class
• 1. Supplementary material of the topic
• 2. Some arguments for man’s power or for nature’s forces
• 2.1 For man’s power:
• 2.2 For nature’s forces
• 3. Students’peer feedback
• 4. Final draft
• Publications
• Acknowledgments