支架理论视角下的高中英语写作教学法研究

发布时间：2018-05-18 19:58

本文选题：支架理论 + 最近发展区　；参考：《四川外国语大学》2015年硕士论文

【摘要】：作为四项语言技能之一及交际能力的重要方面,写作在英语语言教学中起着非常重要的作用。在当前的高中英语写作教学和学习中存在着许多问题。教学普遍注重教授语法知识,写作课多流于形式,实际上是语法课。而学生写作时无从下手,词汇量小,知识储备少,对于写作缺乏自信成为写作中的障碍。英语写作课上教师多采用成果写作模式,即通过分析优秀范文并指导学生模仿的方法。而本研究作者意图在高中英语写作教学中尝试以支架上理论为基础的五步教学法。作为基于建构主义理论的三种教学模式之一,支架式教学法在西方国家已经被广泛运用。近年来支架式教学也受到了中国学者的关注,但大部分的研究还停留在理论分析的阶段,实证性研究还很少,尤其在英语写作教学方面。在2004年美国教育研究协会年会上,与会代表激烈讨论了支架式教学理论及其依据。Raymond(2000)把支架教学界定为教师与他人一起发挥作用,在学习者发展方面给予支持,并提供语言结构方面的支持使学习者达到更高的阶段或水平。本研究将支架理论应用于高中英语写作教学,以高二年级两个班级共65名学生为受试,包括一个实验班,一个对照班。实验班采用支架理论视角下的五步教学法,对照班接受成果写作教学模式。通过问卷、前测、后测、开放性问题及访谈收集数据,运用SPSS 16.0对数据进行分析。试图回答以下三个研究问题:1、与成果写作模式相比,基于支架理论的英语写作五步教学法对学习者的英语写作有无效果?2、对于不同语言水平的学习者,基于支架理论的英语写作五步教学法有何效果?(1)对于高水平者,基于支架理论的英语写作五步教学法是否有显著效果?在哪些方面有显著效果?(2)对于低水平者,基于支架理论的英语写作五步教学法是否有显著效果?在哪些方面有显著效果?3、学生对于基于支架理论的英语写作五步教学法持怎样的态度?学生的写作兴趣和自信心是否有所提高?经过对实证研究结果的分析,作者得出如下结论:支架理论视角下的五步写作教学法有利于提高学生的英语写作能力。通过运用基于支架理论的英语五步写作教学法,不同语言水平的学习者在整体上都取得了进步。对于高水平学习者而言,进步最大的是在文章的组织方面,而低水平学习者在句型方面取得较大进步。同时学生对于英语写作课的兴趣和自信心有所增加。本研究还存在一些局限性和不足。希望本研究能够帮助英语写作教师在写作课堂中更好的运用支架式教学法从而提高学生的写作能力。
[Abstract]:As one of the four language skills and an important aspect of communicative competence, writing plays a very important role in English language teaching. There are many problems in English writing teaching and learning in senior high school. Teaching generally pays attention to teaching grammar knowledge, writing more than the form, in fact, grammar class. However, students' lack of confidence in writing has become an obstacle to writing because of their small vocabulary and lack of knowledge. In English writing class, teachers often adopt the model of productive writing, that is, by analyzing excellent examples and instructing students to imitate. The author intends to try a five-step approach based on scaffolding theory in high school English writing teaching. As one of the three teaching models based on constructivism, scaffolding teaching method has been widely used in western countries. In recent years, scaffolding teaching has attracted the attention of Chinese scholars, but most of the studies are still in the stage of theoretical analysis, and there are few empirical studies, especially in the teaching of English writing. At the 2004 annual meeting of the American Association for Educational Research, delegates discussed the theory of scaffolding teaching and its basis. Raymond 2000) defined scaffolding teaching as the role of teachers working with others to support learners' development. And provide support in language structure to enable learners to reach a higher stage or level. In this study, the scaffold theory was applied to the teaching of English writing in senior high school. 65 students in two classes of grade two were selected as subjects, including an experimental class and a control class. The experimental class adopts the five-step teaching method from the angle of scaffold theory, and the control class accepts the teaching mode of resultant writing. The data were collected by questionnaire, pre-test, post-test, open question and interview. SPSS 16.0 was used to analyze the data. This paper attempts to answer the following three research questions: 1. Compared with the model of resultant writing, whether the five-step approach based on the scaffolding theory has any effect on learners' English writing is effective for learners of different language levels. What is the effect of the five-step approach to English writing based on the scaffolding theory? (1) does the five-step approach based on the scaffolding theory have significant effect on the high level students? In what ways are there significant effects? (2) is the scaffolding based five-step approach to English writing a significant effect for those with low levels of English writing? In what ways are there significant results and what is the attitude of the students to the five-step approach to English writing based on the scaffolding theory? Is there any improvement in students' interest and self-confidence in writing? Through the analysis of the empirical results, the author draws the following conclusions: the five-step writing teaching method from the perspective of scaffolding theory is helpful to improve students' English writing ability. By applying the scaffolding theory to the five-step English writing approach, learners of different language levels have made progress on the whole. For high-level learners, the greatest progress is in the organization of the article, while the low-level learners have made great progress in sentence structure. At the same time, students' interest and confidence in English writing have increased. There are some limitations and deficiencies in this study. It is hoped that this study can help English writing teachers to better use the scaffolding approach in writing class and improve students' writing ability.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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