英汉句型对比分析在高中英语写作教学中的实证研究

发布时间：2018-07-13 12:13

【摘要】：本研究旨在探索一种对中国高中生更有效的英语写作教学方法。笔者根据对比分析及语言迁移理论,提出利用对比分析教学法,重点以比较英汉句型指导高中英语写作教学,来探索以英汉对比为基础的英语写作教学在提高学生的写作能力、写作成绩的有效性。英语写作是高中英语教学的重要组成部分。然而,高中英语写作却一直是高中英语教学的薄弱环节。针对写作教学与学习的重要性以及现状,本研究将对比分析教学法应用到高中英语写作教学中。本文主要探索以下问题:第一,对比分析是否对高中学生英语写作有积极影响?第二,对比分析教学法是否比传统教学法更有效提高学生的英语写作成绩?本研究在辽宁省锦州市第一高级中学进行,采取高一年级两个班的65名学生作为研究对象,一班为实验班(32人),二班为控制班(33人)。从2016年9月1日开始,到12月28日结束,为期4个月。实验中,对实验班进行基于对比分析理论的写作教学,用传统方法对控制班进行写作教学。本研究使用的研究工具有调查问卷、测试和访谈。所收集的数据由SPSS 17.0进行统计分析。实验前,两个班级进行了前测试,数据结果表明两个班级的同学的成绩没有显著性差异。随后进行了为期4个月的实验教学。实验后,通过对后测试和访谈的分析,发现实验班和控制班在实验后成绩有了显著性的差距。在写作成绩上,实验班的学生优于控制班的学生,进而证明了基于对比分析理论的写作教学的有效性。通过定量和定性的分析,实验表明基于对比分析理论的写作教学能够在学生写作能力上起到积极作用,并且能够显著提高学生的写作成绩。因此,以对比分析理论为基础的写作教学是可行的。希望本研究得到的结论能够对学生的学习、教师的教学以及以后的研究有所启示。最后,作者总结了本研究的启示及不足之处,并对以后的研究提出了建议。
[Abstract]:The purpose of this study is to explore a more effective English writing teaching method for Chinese senior high school students. Based on the contrastive analysis and the theory of language transfer, the author puts forward the method of contrastive analysis to guide senior high school English writing teaching with the emphasis on comparative English and Chinese sentence patterns, so as to explore how English writing teaching based on English and Chinese contrast can improve students' writing ability. The validity of writing scores. English writing is an important part of high school English teaching. However, high school English writing has always been a weak link in high school English teaching. In view of the importance and present situation of writing teaching and learning, this study applies the contrastive analysis method to English writing teaching in senior high school. This paper mainly explores the following questions: first, does the comparative analysis have a positive impact on senior high school students' English writing? Second, is the contrastive analysis method more effective than the traditional method in improving students' English writing scores? This study was carried out in the No. 1 Senior Middle School of Jinzhou City, Liaoning Province. 65 students from two classes of Grade one were selected as the research objects. The first class was the experimental class (32 students) and the second class was the control class (33 students). Starting on September 1, 2016, and ending on December 28, 2016, for a period of four months. In the experiment, the experimental class is taught based on the theory of comparative analysis, and the control class is taught by the traditional method. The research tools used in this study include questionnaires, tests and interviews. The collected data were statistically analyzed by SPSS 17.0. The results show that there is no significant difference between the two classes. Then the experimental teaching was conducted for 4 months. After the experiment, through the analysis of post-test and interview, it is found that there is a significant difference between the experimental class and the control class after the experiment. In terms of writing scores, the students in the experimental class are superior to the students in the control class, which proves the effectiveness of the writing teaching based on the comparative analysis theory. Through quantitative and qualitative analysis, the experiment shows that writing teaching based on contrastive analysis theory can play a positive role in students' writing ability, and can significantly improve students' writing performance. Therefore, writing teaching based on contrastive analysis theory is feasible. It is hoped that the conclusions of this study can enlighten students, teachers' teaching and future research. Finally, the author summarizes the enlightenment and deficiency of this study, and puts forward some suggestions for future research.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】