The Process-genre Approach to Teaching Writing in Senior Middle School

论文摘要

英语在全球范围内日益被广泛使用。随着国际间的往来日益加强,外语学习越来越强调其交际功能。英语写作就是一种非常重要的交际技能。现行的《普通高中英语课程标准(实验稿)》在进一步发展学生基本语言运用能力的同时,着重提高学生用英语进行思维和表达的能力。然而,获得写这个技能要比获得听、说、读这三项技能困难得多,而且许多学生高考中写作题的得分非常不令人满意,因此,广大教师们应该格外注重如何提高学生的写作水平。写作能力不像阅读能力那样可以自然获得,即使是用母语写作也是这样,它得经过教师的教授才可以得到提高。但是,教学生写作不仅仅就是教他们语法和拼写形式那么简单。如果不依据一定的策略方法清清楚楚地教学生外语写作,那么他们的写作水平就会远远地落后于他们的阅读水平。本研究目的是找到学生英语写作中常犯的错误及其影响因素并研究如何能提高学生的写作水平。笔者首先介绍了本研究的背景、重要意义和目前高中英语课堂的状况,包括了教师教学方法中存在的问题及学生常犯的错误及其原因。接着综述了语言学习策略及语言输入理论,研究分析了成果教学法、过程教学法和体裁教学法三种方法中各自存在的利与弊。笔者详尽阐述了过程体裁法的理论及实施步骤,并以实验班、对比班做实验,结果表明过程体裁法适用于高中英语课堂并有助于提高高中生的英语写作水平。最后,笔者提出了这种方法的局限性和对于本领域的未来研究方向。然而,由于资料和时间有限,本研究也有一些未尽事宜,影响学生写作能力的其它因素有待于进一步的发现和研究。

论文目录

• Acknowledgements
• Abstract in Chinese
• Abstract in English
• List of Tables and Figures
• Chapter 1 General Introduction
• 1.1 Background of the Research
• 1.2 Current situation of Senior Middle School
• 1.2.1 Problems of English Writing Teaching in Senior Middle School
• 1.2.1.1 Emphasis on linguistic accuracy
• 1.2.1.2 Lack of variety of assessment
• 1.2.1.3 Lack of writing exercises in the textbook
• 1.2.2 Major Problems in Students’Writing
• 1.2.3 Possible causes of the errors
• 1.2.3.1 Influence of Mother Tongue
• 1.2.3.2 Intralingua interference
• 1.2.3.3 Lack of culture knowledge
• 1.3 Significance of the Research
• 1.4 Layout of the thesis
• Chapter 2 Literature Review
• 2.1 Language Learning Strategies
• 2.1.1 Definition of a Language Learning Strategy
• 2.1.2 Taxonomy of Language Learning Strategies
• 2.1.3 Importance of Language Learning Strategies in Language Learning and Teaching
• 2.1.4 Writing Strategies
• 2.2 A strategy relative to the present research:Cognitive Strategy
• 2.3 The Input hypothesis
• 2.4 The established teaching models of writing
• 2.4.1 The product approach
• 2.4.2 The process approach
• 2.4.3 The genre approach
• Chapter 3 The process-genre approach to teaching writing
• 3.1 The principle of the process-genre approach
• 3.2 The teaching procedure for the process-genre approach
• Chapter 4 Investigations and Analysis
• 4.1 Methodology
• 4.2 Key research hypotheses for the study
• 4.3 Instruments
• 4.4 Result
• 4.5 Discussion
• Chapter 5 Conclusions and implications
• 5.1 Conclusion of the research
• 5.2 Limitations of the study
• 5.3 Implications
• 5.4 Suggested Pedagogical Techniques
• 5.4.1 Integrate writing with other skills
• 5.4.2 Facilitate students writing process
• 5.4.3 Make effective use of feedback
• 5.4.4 Increase the variety and flexibility of writing
• 5.5 Recommendations for future research
• References
• Appendix