融合而非替代:后过程时代的写作教学

发布时间：2018-06-02 20:04

本文选题：后过程理论 + 写作教学　；参考：《山西师大学报(社会科学版)》2011年06期

【摘要】：二语写作教学在一语写作教学研究的影响下在过去的半个世纪中经历了从成果教学法到过程教学法再到文体教学法的变化历程。20世纪90年代以Kent为代表的西方语言学研究者提出了后过程写作教学理论,该理论抨击了过程教学法的种种弊端,提出了写作教学是意识形态领域的公开的文化活动,写作教学应考虑文体和社交场合等因素。然而学者们也一致认为,后过程理论不是对过程理论的全盘否定,而是对过程理论的扩展和延伸,过程教学法应该与文体教学法共同作用以达到最佳的写作效果。
[Abstract]:Under the influence of the research of first language writing teaching, the second language writing teaching has experienced the change course from the achievement teaching method to the process teaching method to the stylistic teaching method in the past half century. The western language represented by Kent in the 1990s Linguists put forward the theory of post-process writing teaching. The theory criticizes the disadvantages of the process teaching method, and points out that the writing teaching is an open cultural activity in the ideological field, and the writing teaching should consider the factors such as style and social situation. However, scholars agree that the post-process theory is not a total negation of the process theory, but an extension of the process theory, and the process teaching method should work together with the stylistic approach in order to achieve the best writing effect.
【作者单位】：山西师范大学外国语学院;
【基金】：山西师范大学2009年教改研究项目(SD2009YBKT-12)
【分类号】：H09

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