背诵对提升高中生英语写作能力的作用研究

发布时间：2018-06-28 16:55

本文选题：背诵 + 英语教学　；参考：《山东师范大学》2017年硕士论文

【摘要】：中学英语教学旨在培养学生的听、说、读、写四项基本技能,其中,写作是最能体现学生的语言功底的,是衡量综合语言运用能力的重要标准。写作是语言输出和表达的过程,在表达的过程中,学生会把所学的词汇知识、句法结构以及语法知识等综合运用,促进语言运用能力的提高,提高其语言运用的准确性。但在实际教学中,写作一直是教学的难点,大部分学生苦于写作,认为写作一直是英语学习中的薄弱环节,主要表现在语言基本功不扎实,存在词汇量缺乏、语法知识薄弱和大量中式英语问题,归根结底在于语言输入严重不足。背诵一直被认为是一种适合中国学习者的学习方法,为探究背诵对写作的影响,许多国内专家、学者也展开了一系列理论和实证研究,认为背诵作为行之有效的教学方法应该广泛应用在写作教学中。但这些研究大都面向大学阶段的英语写作教学,对高中英语写作教学的涉及甚少,因此,本文将在前人的研究基础上,探讨背诵在高中英语写作教学中的重要性。本研究综合Krashen的输入假说理论、Bialystok的语言学习模式和Swain的输出假说理论,试图将课文背诵与写作教学相结合,目的是为探究背诵对高中英语写作教学的作用。本研究以山东省济钢高中高一两个平行班为研究对象,采用实验法、问卷调查法和访谈法的形式展开实验。实验开始前,对两个班同时进行了一次问卷调查以了解学生目前的写作现状;实验过程中,笔者为了解两个班级学生的英语写作水平,对两个班级的学生同时进行了一次写作前测。在实验的最后一周,笔者对两个班进行了一次写作后测,旨在验证两个月的背诵训练对写作能力提高的功效。实验期间对两个班级的学生进行了两次词汇测试,验证学生经过一段时间的背诵后对词汇的掌握程度。之所以在背诵的不同阶段设计两次词汇测试,是为验证背诵对词汇习得的功效是否会因为背诵时间的先后而影响其一致性;实验后对实验组学生进行了第二次问卷调查和访谈,以了解学生经过两个月的背诵训练之后写作能力提高的效果。实验结果表明,学生通过背诵巩固了词汇,扩大了词汇量,能够在写作中运用多样化的词汇;学生使用语法的准确性提高,能够运用更加高级的语法结构和固定句型;中式英语输出量减少,英语表达更加地道,语言更为流畅;写作的整体水平有大幅度提高。这一研究结果肯定了背诵在英语写作教学中的重要作用。最后本文指出了研究过程中的局限性,并为后续的研究提供了一些建议。
[Abstract]:The purpose of English teaching in middle school is to cultivate the four basic skills of listening, speaking, reading and writing. Among them, writing is the most effective way to realize the students' language skills, and it is also an important criterion to measure the comprehensive ability of language use. Writing is the process of language output and expression. In the process of expression, students will apply the vocabulary knowledge, syntactic structure and grammatical knowledge to promote the improvement of language use ability and improve the accuracy of language use. However, in practical teaching, writing has always been a difficult point in teaching. Most students suffer from writing and think that writing has always been a weak link in English learning, which is mainly reflected in the lack of basic language skills and the lack of vocabulary. Weak grammatical knowledge and a large number of Chinglish problems ultimately lie in the serious shortage of language input. Recitation has always been regarded as a learning method suitable for Chinese learners. In order to explore the influence of recitation on writing, many domestic experts and scholars have also carried out a series of theoretical and empirical studies. As an effective teaching method, recitation should be widely used in writing teaching. However, most of these studies are oriented to the teaching of English writing in the college stage, and there is little involved in the teaching of English writing in senior high schools. Therefore, this paper will explore the importance of recitation in the teaching of English writing in senior high schools on the basis of previous studies. This study combines Krashen's input hypothesis theory with Swain's output hypothesis theory and Bialystok's model of language learning. The purpose of this study is to explore the role of recitation in senior high school English writing teaching by combining text recitation with writing teaching. This study takes two parallel classes of senior high school in Jigang, Shandong Province as the research object, and carries out the experiment by means of experimental method, questionnaire survey and interview method. Before the beginning of the experiment, a questionnaire survey was conducted in the two classes to find out the present situation of the students' writing, and in the course of the experiment, the author tried to find out the students' English writing level in the two classes. Students in both classes were given a pre-writing test at the same time. In the last week of the experiment, the author conducted a post-writing test in two classes to verify the effectiveness of two-month recitation training on the improvement of writing ability. During the experiment, two vocabulary tests were conducted to verify the students' mastery of vocabulary after a period of recitation. The purpose of designing two vocabulary tests at different stages of recitation is to verify whether the efficacy of recitation on vocabulary acquisition will affect its consistency because of the sequence of recitation time. After the experiment, the students in the experimental group were investigated and interviewed for a second time. In order to understand the students after two months of recitation training after the improvement of writing skills. The experimental results show that the students can consolidate the vocabulary by reciting, enlarge the vocabulary and use a variety of vocabulary in writing, and improve the accuracy of using grammar, and can use more advanced grammatical structures and fixed sentence patterns. The output of Chinglish is reduced, the English language is more fluent, and the overall level of writing is greatly improved. The results confirm the important role of recitation in the teaching of English writing. Finally, this paper points out the limitations of the research process, and provides some suggestions for further research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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