基于输出驱动假设理论下的大学英语写作教学研究

发布时间：2018-03-08 17:48

  本文选题：大学英语　切入点：写作教学　出处：《吉林大学》2017年硕士论文　论文类型：学位论文

【摘要】：写作是英语综合技能之一,为应对职场对英语语言能力的需要,提高我国大学生的英语综合能力已是刻不容缓。教育部2007年颁布的《大学英语课程教学要求》,对大学非英语专业本科毕业生的书面表达能力的一般要求为“能完成一般性写作任务,能描述个人经历、观感、情感和发生的事件等,能写常见的应用文,能在半小时内就一般性话题或提纲写出不少于120词的短文,内容基本完整,中心思想明确,用词恰当,语意连贯。能掌握基本的写作技能”。然而,通过近些年来的全国大学英语四、六级考试中的英语写作成绩可以看到,对于这些基本的要求,很多大学生都无法完成。并且,对于如何提高大学非英语专业本科生的英语写作能力,很多大学英语教师也一头莫展。因为国内大多数大学并没有为大学生开设专门的写作课程,多年来讲课本文本知识是我们大学英语课程的主要任务。因此,在这样的情况下,如何提高大学生英语写作能力,如何为大学英语教师提供新的英语写作教学方法是研究者面临的一个重要研究问题。2008年,文秋芳提出输出驱动假设,并提出了输出驱动假设在英语专业应用的现实意义以及有效性。2013年,文秋芳发表了《输出驱动假设在大学英语教学中的应用:思考与建议》一文,阐述了输出驱动假设的具体内容,“输出驱动假设”在大学英语课程中的实施以及实施“输出驱动假设”的挑战。近年来,很多学者将输出驱动假设应用在具体的教学实践中,进一步去验证输出驱动假设在大学英语教学中的有效性,其中包括大学英语写作教学实践。就当前大学英语写作教学及其研究现状,本文以文秋芳提出的输出驱动假设为理论指导,对大学英语写作教学进行了进一步的研究。该研究的主要目的在于转变教师教学理念,改变以往大学英语教师重输入轻输出的教学理念,为大学英语教师的写作教学提供明确的任务和目标,提高大学英语教师的写作教学效率。进而提高大学生英语书面输出能力,提高其英语综合技能,以便使当代高校大学生能够适应竞争日益激烈的职场的需求。该研究以当前国内外学者对大学英语写作教学的研究为背景,以文秋芳提出的输出驱动假设理论为指导对大学英语写作教学做进一步的研究。本文试图探究的问题主要有两个,一是“把‘输出驱动假设’的教学模式运用于大学英语写作教学课堂对于提高大学英语写作是否有效”,二是“输出驱动教学模式在哪些方面促进了大学生英语写作水平的提高”。本文采用理论分析和实验的基本方法,并结合调查问卷、写作测试等研究手段来进行研究。以吉林大学珠海学院两个大学英语班级为研究对象,一班为实验班,接受在输出驱动假设理论指导下的教学模式进行英语写作教学,另一班为控制班,按照传统的写作教学模式进行教学。研究实验分为三个阶段:前实验阶段,实验阶段和后试验阶段。前实验阶段包括对两个班级进行问卷调查和实验前英语写作测试,试验阶段即将实验班和控制班区别开来进行教学,后试验阶段包括实验后问卷调查和英语写作测试。最后收集数据,使用SPSS软件对实验前和试验后所得的数据进行定量和定性分析。最后,该项研究发现,在输出驱动假设理论指导下进行的大学英语写作教学方法和模式有利于促进大学非英语专业本科生英语写作能力的提高。相对于控制班,实验班学生的英语写作水平有明显的进步。并且通过调查问卷、采访以及研究者对两个班级在课堂内外的观察,发现基于输出驱动假设而设置的输出任务和活动,比如影评报告和同伴互评,能够有效转变学生对英语写作的态度,调动学生的写作积极性,激发学生的写作兴趣,促进学生英语写作能力的快速提高。因而,若长期在输出驱动假设理论指导下对大学英语写作进行教学,继续研究和开发输出驱动任务和活动,笔者相信一定能够改变我国当前英语写作教学的现状,提高当代大学生的英语写作能力,为大学生以后在职场的英语运用打下坚实的基础。
[Abstract]:Writing is one of the integrated skills of English, is to deal with Workplace English language ability to improve our students' English comprehensive ability is imperative. < College English curriculum issued by the Ministry of education in 2007, the general requirements for the graduates of University non English writing ability "to complete the general writing task describing personal experiences, perceptions, feelings and events, etc., can be used to write common, within half an hour on a general topic or write the outline of not less than 120 words about the basic integrity of the content, the central idea is clear, with proper words, semantic coherence. Can master the basic writing skills. However, in recent years through the National University English four, six level of test in English writing performance can be seen, for these basic requirements, many students are unable to complete. And, for how to improve Non English Majors in High College English writing ability, English teachers many universities have a head loss. Because most of the domestic university and not have a special writing course for college students, many textbooks in terms of text knowledge is our main task of College English curriculum. Therefore, in this case, how to improve the English Writing ability of university students, how to for College English teachers to provide a new method of teaching English writing is faced by the researchers is an important research problem in.2008, Wen Qiufang proposed the output driven hypothesis, and puts forward the output driven hypothesis in practical English major application and validity of.2013 years, Wen Qiufang published "output driven hypothesis in College English teaching thoughts and suggestions: > a text, expounds the specific content of the output driving hypothesis, implementation of the" output driven hypothesis in College English Course And the implementation of the "output driven hypothesis" challenge. In recent years, many scholars take the output driven hypothesis used in the concrete teaching practice, to further verify the validity of the output driven hypothesis in College English teaching, including the teaching practice of College English writing. The study of university English writing teaching and the present situation, this paper put forward to the output Wen Qiufang's driving hypothesis as the theoretical guidance for the teaching of College English writing was further studied. The main purpose of this study is to change teachers' teaching ideas, change the previous college English teachers enter the light output of the teaching concept, clear tasks and goals for the writing teaching of College English teachers, improve the teachers of College English writing teaching to improve college students' English writing efficiency. The output ability, improve their English comprehensive skills, so that contemporary college students can To adapt to the increasingly fierce competition in the job demand. Based on the current research on College English Writing Teaching at home and abroad as the background, the output driven hypothesis proposed by Wen Qiufang theory as the guide to do further research on the teaching of College English writing. There are two main problems this paper attempts to explore, one is "the teaching mode" the output driven hypothesis "in classroom teaching of College English writing to improve the effectiveness of College English writing", two is "output driven teaching mode in which to promote the college students' English writing level. This paper basically uses theoretical analysis and experimental method, and combining with the investigation questionnaire, writing test and other research methods to study. The Zhuhai College of Jilin University two college English class as the research object, a class is the experimental class, accept the driving hypothesis under the guidance of the theory of teaching in the output 瀛︽ā寮忚繘琛岃嫳璇�鍐欎綔鏁欏�，

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