语篇知识背景下的以读促写方式在初中英语写作教学中的实证研究
发布时间：2018-07-22 16:48
【摘要】：在学习英语的过程中,写作是四个基本能力要素之一。因为它的重要性,在中国,英语写作已经成为初中英语教学中不可缺少的一部分。我们之所以如此看重写作是因为写作不仅可以让学生把所学知识应用于实践,而且也可以提升他们的语言能力以及培养他们的英语学习兴趣。但是,在目前中国的初中英语教学中,写作教学的现状并不令人满意。事实上,对于在这个阶段的学习者来说,用英语写一篇文章本身就是困难的事情。并且,文章的组织,衔接和连贯对文章是至关重要的,但是他们恰恰缺少了这些语篇知识,因而在写作过程中也忽视了语篇知识。阅读和写作事实上在学习过程中是互相联系的,并且理论上,因为阅读是写作的一个重要输入,它也为写作打下了基础。本论文研究的是阅读教学,尤其是其让学生掌握语篇知识的情况下,怎样有效地让学生拥有更好的写作能力。实验在杭州某初中进行,由来自八年级的76名学生参加。实验持续10周,并选择了由相同的老师教的两个水平相当的班级,并把他们分成了两个组。在教学实验期间,实验班(3班)采用以读促写方式进行教学,而控制组(4班)则按照传统方式教学。该实证研究尝试回答下列问题:1:英语阅读能力和写作能力的相关性如何?2:基于语篇知识下的以读促写方法,能否提高初中生英语写作水平?3:以读促写方法对写作能力,尤其是对语篇水平,有什么样的影响?该研究由以下步骤组成:首先,作者会进行一个问卷调查,调查初中生目前在英语阅读和写作两方面的现状。然后,分析阅读和写作能力的相关性。实验过后,研究问题将回答出以读促写模式是否可以有效促进学生的写作能力。并且在实验完成后,作者也会分析语篇水平在提升学生写作中带来的影响。从实验得出的主要的两个发现是:一是以读促写方法有利于提升初中生英语写作能力。实验组的参试者通过以读促写的方式,在写作能力上取得了明显的进步。并且他们会把阅读过程中学到的很多东西,运用进写作当中。二是这种方法给学生提供了一条途径,让他们获得了更多的语篇知识。这些语篇知识包括组织结构,连贯性等,在作文中提升了学生的语篇知识水平。与控制组学生相比,实验组学生不仅在负责语法结构和词汇方面运用的更好,并且他们在其文章中体现出的语篇水平相比控制组也具有更多的优势。最后,可以得出结论,把读写相结合,可以提升学生的英语写作能力和提升他们作文的语篇水平。作者也向初中学生推荐这种更加有效的新的英语教学方式--以读促写。
[Abstract]:In the process of learning English, writing is one of the four basic abilities. Because of its importance, English writing has become an indispensable part of junior English teaching in China. We value writing so much because writing not only enables students to apply what they have learned in practice, but also improves their language skills and interest in English learning. However, the present situation of writing teaching in junior middle school English teaching in China is not satisfactory. In fact, writing an article in English is itself a difficult task for learners at this stage. Moreover, the organization, cohesion and coherence of the text are very important to the text, but they lack the knowledge of the text, so they neglect the knowledge of the text in the process of writing. In fact, reading and writing are interrelated in the process of learning, and theoretically, because reading is an important input to writing, it also lays the foundation for writing. This thesis focuses on the teaching of reading, especially how to make students have better writing ability when they have the knowledge of text. The experiment was conducted in a junior high school in Hangzhou. It was attended by 76 students from grade 8. The experiment lasted 10 weeks, and two classes with the same teachers were selected and divided into two groups. During the teaching experiment, the experimental class (class 3) adopted the method of reading and writing, while the control group (class 4) taught in the traditional way. The empirical study attempts to answer the following question: 1: how is the correlation between English reading ability and writing ability? 2: can reading and writing methods based on discourse knowledge improve junior high school students' English writing proficiency? In particular, what is the impact on the level of discourse? The research consists of the following steps: first, the author conducts a questionnaire to investigate the current situation of junior high school students in English reading and writing. Then, the correlation between reading and writing ability is analyzed. After the experiment, the question will be answered whether reading-promoting writing mode can effectively promote students' writing ability. After the experiment is completed, the author will also analyze the influence of discourse level on the improvement of students' writing. Two main findings from the experiment are as follows: first, the method of reading and writing is helpful to improve junior high school students' English writing ability. The participants in the experimental group made significant progress in writing ability by reading and writing. And they apply a lot of what they learn from reading to writing. Second, this method provides a way for students to acquire more textual knowledge. These textual knowledge, including organizational structure, coherence and so on, improve the students' level of discourse knowledge in composition. Compared with the control group, the students in the experimental group not only have better use of the grammatical structure and vocabulary, but also have more advantages than the control group in their discourse level. Finally, it can be concluded that the combination of reading and writing can improve students' English writing ability and their textual level. The author also recommends this more effective new English teaching method to junior high school students-reading and writing.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2138110
[Abstract]:In the process of learning English, writing is one of the four basic abilities. Because of its importance, English writing has become an indispensable part of junior English teaching in China. We value writing so much because writing not only enables students to apply what they have learned in practice, but also improves their language skills and interest in English learning. However, the present situation of writing teaching in junior middle school English teaching in China is not satisfactory. In fact, writing an article in English is itself a difficult task for learners at this stage. Moreover, the organization, cohesion and coherence of the text are very important to the text, but they lack the knowledge of the text, so they neglect the knowledge of the text in the process of writing. In fact, reading and writing are interrelated in the process of learning, and theoretically, because reading is an important input to writing, it also lays the foundation for writing. This thesis focuses on the teaching of reading, especially how to make students have better writing ability when they have the knowledge of text. The experiment was conducted in a junior high school in Hangzhou. It was attended by 76 students from grade 8. The experiment lasted 10 weeks, and two classes with the same teachers were selected and divided into two groups. During the teaching experiment, the experimental class (class 3) adopted the method of reading and writing, while the control group (class 4) taught in the traditional way. The empirical study attempts to answer the following question: 1: how is the correlation between English reading ability and writing ability? 2: can reading and writing methods based on discourse knowledge improve junior high school students' English writing proficiency? In particular, what is the impact on the level of discourse? The research consists of the following steps: first, the author conducts a questionnaire to investigate the current situation of junior high school students in English reading and writing. Then, the correlation between reading and writing ability is analyzed. After the experiment, the question will be answered whether reading-promoting writing mode can effectively promote students' writing ability. After the experiment is completed, the author will also analyze the influence of discourse level on the improvement of students' writing. Two main findings from the experiment are as follows: first, the method of reading and writing is helpful to improve junior high school students' English writing ability. The participants in the experimental group made significant progress in writing ability by reading and writing. And they apply a lot of what they learn from reading to writing. Second, this method provides a way for students to acquire more textual knowledge. These textual knowledge, including organizational structure, coherence and so on, improve the students' level of discourse knowledge in composition. Compared with the control group, the students in the experimental group not only have better use of the grammatical structure and vocabulary, but also have more advantages than the control group in their discourse level. Finally, it can be concluded that the combination of reading and writing can improve students' English writing ability and their textual level. The author also recommends this more effective new English teaching method to junior high school students-reading and writing.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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