语言意识教学法在大学英语写作教学中的运用

论文摘要

从每年的大学英语四、六级考试情况来看,大学英语写作始终是大学英语教学中的一个难点。为此,学者们展开了许多相关问题的研究。《中国学习者英语语料库》(CLEC)也许是至今这一领域最有价值的一项成果。这是首个针对大学英语写作问题的标注型语料库,其中收集了中国大学生在各类英语考试中的写作文章,语料真实。从该语料库的详尽分析中,我们不难看出,尽管大学英语写作的教学方法已有了很大的改进,但其中反映出的学生对语言意识的缺乏是所有大学英语教师不得不面临的问题。语言意识可以理解为一种语言学习的理念,旨在提高学习者对语言形式和功能的意识和敏感程度,也指对语言的用法和实际运用的意识和敏感程度。语言意识包括普通语言意识和批判性语言意识两个方面。前者是对广泛的语言系统或语言用法的意识,后者是指语言的社会功能或语言实际运用的意识。通过对中国学习者英语语料库中学生写作语料的分析,学生在考试写作部分的失误都可归因于他们对目标语缺乏相应的语言意识,即他们在写作中对语言的形式和功能的意识和运用上都存在问题。我国的大学英语课程要求规定了大学英语学习者必须具备完备的语言知识,即关于语言形式的知识。无论在工作还是学习中,这些知识都会被运用在语言实际运用中,这就是语言意识的具体体现。运用语言意识的理论对中国学习者英语语料库中语料的研究统计和数据分析,可得出详尽的有关学习者在语言用法和实际运用中的错误分类,其中包括:词形、词汇使用、词组、搭配、句子结构、文章的连贯和一致、读者意识、文体等等。通过语言意识理论和大学英语四级作文错误分析,论文试图提出一种大学英语写作教学的语言意识教学法,同时提出了若干具体的教学活动和课堂实践方法,例如:了解英语、引导式学习、任务型教学、目的性教学、学生互动反馈和选用真实的教学语料。这一方法的提出旨在帮助提高大学英语写作教学效果和水平。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter I. Introduction
• 1.1 Problems with English writing in the teaching of college English
• 1.2 Rationale
• 1.3 Plan for the dissertation
• Chapter II. Language Awareness: What, Why and How
• 2.1 Definitions and domains of General Language Awareness
• 2.2 Definitions and domains of Critical Language Awareness
• 2.3 Aspects of LA research
• 2.3.1 The Bolitho and Tomlinson view of LA: the grammar aspect
• 2.3.2 Eschholz et al’s view of LA: a holistic perspective
• 2.3.3 Fairclough’s view of LA: a critical perspective on language issues
• 2.4 The benefits of applying LA to language teaching
• 2.5 The LA approach research in the teaching of college English writing
• 2.5.1 Defining LA as a teaching approach
• 2.5.2 The feasibility in developing an LA approach to the teaching of college English writing
• Chapter III. The Nature of College English Writing
• 3.1 College English: objectives and requirements
• 3.2 Teaching requirements for non-English majors
• 3.3 Why to write
• 3.3.1 General purpose
• 3.3.2 Academic purpose
• 3.3.3 Practical purpose
• 3.4 What to write
• 3.4.1 Selecting the subject
• 3.4.2 Analyzing the readers
• 3.4.3 Determining the writing purpose
• 3.4.4 Revising the tone and style
• 3.5 How to write
• 3.5.1 The awareness of the choice of words
• 3.5.2 The awareness of sentence writing
• 3.5.3 The awareness of paragraph writing
• 3.6 Applying LA to the treatment of college English writing
• Chapter IV. Analysis of Language Awareness Problems in College English Writing
• 4.1 Selection of data for analysis and problem identification
• 4.2 Awareness failure in language forms
• 4.2.1 Word form
• 4.2.2 Word use
• 4.2.3 Verb phrases
• 4.2.4 Noun phrases
• 4.2.5 The reference of pronoun
• 4.2.6 Collocation
• 4.2.7 Sentences
• 4.3 Awareness failure in language functions
• 4.3.1 Lack sense of unity and coherence
• 4.3.2 Lack sense of readers
• 4.3.3 Lack of sense of style
• 4.4 A summary of the findings
• 4.4.1 Lack of General Language Awareness
• 4.4.2 Lack of Critical Language Awareness
• Chapter V. A Language Awareness Approach to the Teaching of College English Writing
• 5.1 Implications of LA for language teaching in general
• 5.2 Key features for awareness-raising activities
• 5.3 Activities and tasks to train the awareness of language forms and functions
• 5.3.1 Discovering English
• 5.3.2 Inductive learning of English
• 5.3.3 Task-based activity
• 5.3.4 Purpose-based writing
• 5.3.5 Peer response and peer editing
• 5.3.6 The authentic teaching materials
• Chapter VI. Conclusion
• Bibliography
• Appendix 1 CLEC 言语失误分类表（总数:61）
• Appendix 2 CLEC 标注说明
• Appendix 3 CLEC 标准化处理后的各种失误频数及其比例
• Appendix 4 CLEC 按大类区分言语失误排列表
• Appendix 5 CLEC 中国学习者最常见的言语失误