利用电子论坛建立互动协作的EFL写作环境的研究

论文摘要

本文作者试图通过互联网电子论坛这一交流工具,使成果写作教学法与过程写作教学法相结合,精读课的“输入”与写作的“输出”相结合,使得学生能够摆脱英语写作孤军奋战的窘境,建立教师与学生、学生与学生一个相互交流,相互协作的人性化的EFL写作学习环境。 本研究采用实验组与对照组前、后测试对比实验设计;204名大学二年级学生参加了为期一学期(15周)的实验过程。实验组的教学是将网络电子论坛溶入在写作过程中,包括写作前小组讨论、写草稿、小组成员互评、修改、电子提交、教师电子评改、讨论系统自动评估记录及电子出版等。而控制组接受目前惯行的学生课后写作,教师部分批改的方法。 实验数据通过前后两次作文测试成绩,调查问卷,作者教学日记,论坛数据采集等。对实验组和控制组的共时及历时对比表明:虽然实验组的学生在15周的实验过程中,在整体写作能力上提高不太显著,特别是语法应用方面,没有显著的提高,但是单项统计值,如内容、篇章结构及词汇层次应用方面有显著改进。对调查问卷的统计结果证实学生对应用电子论坛与写作过程持积极肯定的态度,即电子交流促进学生EFL交流动机,促进写作过程,促进学生协作等。 本研究对解决目前国内大学英语写作教学效率低,教学班级人数不断扩大的难题(即传统的学生写教师改的注重写作成果的写作教学方法由于批改任务过重而难以完全实现,而费时费力的过程写作教学法更是难以维系),作了有益的尝试,并创出了一条新路,解决了教师和学生、学生与学生之间在写作教学上的互动问题。实验证明:目前网络实时和异时交流工具,尤其是电子论坛在各大高校受到学生们的青睐,同时大学生计算机操作能力大大提高,把上述最新进展纳入英语写作教学,不但起到了正面引导学生如何使用互联网,而且为培养学生的英语写作输出能力提供了一个全新的平台。 本文虽然是一次初步的尝试性的研究,但是作者发现了与国外研究者不一致的结果,即中国学生通过网络交流在语法层面进步不显著。作者认为原因在于学生在初期网络交流过程中只注重其“意”而忽视其“形”,再加上实验时间短。

论文目录

• Chapter Ⅰ Introduction
• §1.1 Background
• §1.1.1 Writing problems of college students
• §1.1.2 Challenge of large enrollments & large-sized class instruction
• §1.1.3 Present situation of college English teaching
• §1.1.4 Rising appeal of CMC to language teaching and learning
• §1.2 Purpose of the research
• §1.3 Outline of the thesis
• Chapter Ⅱ EFL Writing & EFL Writing Approaches
• §2.1 WHAT CONTRIBUTES TO A GOOD PIECE OF WRITING
• §2.1.1 Composing elements in view of discourse theory
• §2.1.2 Composing elements in view of genre theory
• §2.2 contrastive rhetoric in efl writing
• §2.3 Writing process
• §2.4 Writing motivation
• §2.5 Writing approaches
• §2.5.1 Product approach
• §2.5.2 Process approach
• §2.5.3 Genre-based approach
• §2.5.4 New trend in EFL writing instruction
• §2.6 EFL WRITING RESEARCHES IN CHINA
• §2.6.1 Exploring the crux for the EFL writing problem among Chinese students
• §2.6.2 Attempting to solve the problem
• Chapter Ⅲ CMC and Its Applications in EFL Writing
• §3.1 Definition and classification of CMC
• §3.2 CHARACTERISTICS OF CMC
• §3.3 Introduction of threaded forum environment and its potential in EFL writing APPLICATION
• §3.3.1 Features for effective management potential
• §3.3.2 Features for users' convenience in communication
• §3.4 CMC IN EFL WRITING CONTEXT
• §3.4.1 Popular CMC-based writing activities
• §3.4.2 Findings from related studies
• §3.4.3 Limitation of these studies and some confusion
• §3.5 Pioneer application and studies of CMC to EFL writing in China
• Chapter Ⅳ Theoretical Framework
• §4.1 VYGOTSKY'S SOCIOCULTURAL THEORY
• §4.2 Input hypothesis, output hypothesis and interactionist theory
• Chapter Ⅴ The Study
• §5.1 Subjects
• §5.2 Present customary practice in EFL writing instruction
• §5.3 Procedure of the study
• §5.3.1 Control group and experiment group
• §5.3.2 Instruction design for experiment group
• §5.4 RESEARCHING QUESTIONS
• §5.5 DATA COLLECTION PROCEDURE
• §5.5.1 Pretest and posttest
• §5.5.2 Questionnaire investigation
• §5.5.3 Other data
• Chapter Ⅵ Data Analysis and Discussion
• §6.1 DOES THE ON-LINE FORUM ENVIRONMENT FOSTER EFL WRITING PROFICIENCY?
• §6.1.1 Significant increase in content and organization
• §6.1.2 Significant lexical progress
• §6.1.3 Insignificant results in language use and mechanics
• §6.2 IS THE EXPERIMENT GROUP MOTIVATED TO DO ENGLISH WRITING IN ELECTRONIC FORUM ENHANCED ENVIRONMENT?
• Chapter Ⅶ Conclusion
• §7.1 Implications
• §7.1.1 To design appropriate EFL writing task
• §7.1.2 To combine grammar training into the writing process
• §7.1.3 To improve the effectiveness of peer review
• §7.1.4 To initiate motivating feedback
• §7.1.5 To get accustomed to technological devices
• §7.1.6 To strengthen the management
• §7.1.7 To design writing-tailored interface design of discussion forum
• §7.2 Limitations of the Present Study
• §7.3 Suggestions for Further Researches
• Bibliography
• Appendix
• Appendix 1: Questionnaire on the present practice of EFL writing instruction
• Appendix 2: Survey on students on-line communication
• Appendix 3: Questionnaire on EFL Writing Motivation in Electronic Forum
• Appendix 4: Writing Tasks
• Appendix 5: Peer Review Form
• Appendix 6: Teacher's online Commenting Sample
• Appendix 7: Pre- and post-test papers
• Appendix 8: EFL Composition Profile