范文背诵与仿写在高三英语写作教学中的个案研究

发布时间：2018-03-14 09:00

本文选题：范文背诵与仿写　切入点：英语写作　出处：《内蒙古师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：英语写作在高考英语占17%的分值,它是高中学生综合能力体现。实习阶段,作者看到学生英语写作水平低,学生缺乏对所学词汇,短语的理解和场景运用。究其原因,就是语言输入的不足。根据二语习得理论和输入输出理论,输入是输出的基础。因此,提高学生的作文水平,必须依靠语言输入进行大量的练习。背诵是我国传统语文教学中被普遍运用的一种教学手段及学习方法。学习者从小就开始背诵古诗词,正如中国有有句古话说得好,“熟读唐诗三百首,不会作诗也会吟。”本文结合高三学生英语写作学习的特点和现状,利用语言共性,提出了“范文背诵及仿写”策略,试图将母语的学习方法引入高三英语写作教学中,并有针对性地进行语言输入与输出训练,旨在为高三学生在基础学习之上扎实地提高英语写作技能找到实际的方法。本论文以鄂尔多斯市,薛家湾镇世纪中学高三149班的十五名志愿者学生为研究对象,尝试把背诵这一传统教学法运用到写作教学中,以验证范文背诵与仿写在高三英语写作教学中的可行性。研究问题包括范文背诵与模仿是否能帮助学生提高写作能力;是否有利于提升其写作的积极性及动机;学生在此次教学试验中对于范文背诵与仿写是否抱有积极的态度。在此研究过程中,作者根据难易程度的不同,依次进行了短语,句子和范文的背诵和模仿,实验组在八周的实验过程中使用背诵和仿写的方式,每天完成一篇作文。最后分别通过英语写作前、后测试并结合问卷调查,学生日记及访谈的形式对学生的学习效果进行分析。具体的数据收集程序包括实验前,试验后的英语作文试卷测试,数据分析和实验前后问卷调查的整理与统计,及实验期间的学生日记和试验后的访谈以针对学生学习感受的调查。英语作文试卷的分析运用统计工具SPSS 19.0进行配对样本检验的方法进行数据分析,结果显示,实验后学生的写作成绩明显高于实验前的写作成绩;作者还对实验前和试验后的调查问卷和进行了对比分析,问卷表明:学生对于写作的积极性比实验前提高了,对写作比以前更有信心了;对范文背诵与模仿的学习方法持肯定态度;通过访谈,学生表示,虽然范文背诵仿写的方法比,过程较耗时费力,但确实是一种比较有效的方法。由此可见,背诵仿写法的确对于高三学生的写作水平的提高有积极的作用,为语言输出尤其是写作奠定良好的基础。长此以往地坚持范文背诵,仿写式语言输入是提高高三学生英语写作能力既有效又可行的方法。
[Abstract]:English writing accounts for 17% points in the college entrance examination. It is the embodiment of high school students' comprehensive ability. In the practice stage, the author finds that the students have a low level of English writing, lack of understanding of the words and phrases they have learned and the use of scenes. According to the theory of second language acquisition and the theory of input and output, input is the basis of output. We must rely on language input for a large number of exercises. Recitation is a popular teaching method and learning method in traditional Chinese teaching in China. Learners begin to recite ancient poems from an early age. Just as there is an old saying in China, "if you are familiar with 300 Tang poems, you can't write or sing poetry." this paper combines the characteristics and present situation of the English writing study of senior three students, and puts forward the strategy of "reciting and copying" by using the common language. This paper attempts to introduce the mother tongue learning method into the English writing teaching of Senior three, and to carry out targeted language input and output training. The purpose of this paper is to find a practical way for senior three students to improve their English writing skills on the basis of basic learning. This paper focuses on 15 volunteer students in the third year of Senior three in Ordos City, Xuejiawanzhen Century Middle School. This paper attempts to apply the traditional teaching method of recitation to the teaching of writing in order to verify the feasibility of reciting and parody in the teaching of English writing in Senior three. The research includes whether the recitation and imitation of the model text can help the students to improve their writing ability. Whether it is beneficial to improve their motivation and motivation, and whether the students have a positive attitude towards reciting and parody in this teaching experiment. In the course of this study, the author carried out phrases according to the degree of difficulty and ease. The experimental group completed one composition each day by reciting and copying sentences and model articles during the eight-week experiment. Finally, a questionnaire was conducted before and after English writing, respectively. In the form of diaries and interviews, the students' learning effects are analyzed. The specific data collection procedures include the English composition test test before and after the experiment, the data analysis and the arrangement and statistics of the questionnaire before and after the experiment. Students' diaries during the experiment and interviews after the experiment were conducted to investigate the students' learning feelings. The analysis of the English composition test paper was carried out with the method of paired sample test with statistical tool SPSS 19.0, and the results showed that, After the experiment, the students' writing scores were significantly higher than those before the experiment, and the author made a comparative analysis of the questionnaire before and after the experiment. The questionnaire showed that the students' enthusiasm for writing was higher than that before the experiment. More confident in writing than before; positive about the learning methods of reciting and imitation of model essays; and through interviews, the students said that although the process was more time-consuming than the methods used to recite parody, But it is a more effective method. From this, we can see that reciting the parody writing method does have a positive effect on the improvement of the writing level of the senior three students, and lays a good foundation for the language output, especially for the writing. Parody language input is an effective and feasible method to improve the students' English writing ability.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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