基于语篇分析理论的高中英语写作教学研究
发布时间：2018-11-13 09:30
【摘要】：英语书面表达能力直接反映了学生的语篇能力,在2013年国家教育部颁布的《高中英语新课程标准》中对英语写作提出了更高的要求,语篇能力作为考察点越来越重要,这对教师的英语写作教学也提出了更高的要求,要求教师不断学习吸收先进的教学理念和教学方法提高学生的英语写作能力。然而,现阶段的高中英语写作教学仍然采用的是传统教法,重视语法规则,忽视写作能力,重视写作结果,忽视写作过程,从而导致学生即使熟练掌握了词汇语法,在写作中仍难以有效地表达自己的思想,究其原因学生缺乏对语篇分析相关知识的了解。基于此,教师在英语写作教学中可进行语篇分析教学,注重培养学生的思维构建过程,重视学生的谋篇能力。对此,笔者进行了基于语篇分析理论的高中英语写作教学研究,通过开展具体的教学实验,探析语篇分析教学对高中学生英语写作表达能力的积极影响,旨在探求适合英语写作教学的教学策略。首先,本研究采用测试调查法,以新课程标准中对英语写作的要求为研究背景,在此基础上对陕西省某市某中学高二两个班的学生进行了写作测试,旨在了解学生英语写作中的常见困难。通过分析结果,笔者发现学生写作中语篇错误明显多于语言知识错误,这说明学生在写作中语篇意识淡薄,对语篇分析的方法掌握不到位。因此,笔者对语篇分析理论进行了概括介绍,主要的理论有:衔接手段、主述位结构、体裁分析以及语篇组织模式这几个方面。其次,为了进一步了解新课标下高中英语写作教学的现状,笔者采用问卷调查法,从教师和学生两方面出发,对进行了写作测试的两个班级的学生以及任课英语教师进行了问卷调查。通过调查和分析发现,不仅仅是语言知识的错误,学生的写作中还普遍存在着层次不清、语义不完整等语篇问题,究其原因是教师不重视英语写作、写作教学方法使用不当以及英汉思维模式存在差异。基于此,笔者依据新课程标准对高中学生英语写作的要求以及英语写作教学现状,提出了将语篇分析理论应用于英语写作教学,能提高学生英语写作成绩,帮助培养学生英语写作能力这一假设。为了验证这一假设,笔者对陕西省某市某中学高二年级的两个理科平行班进行了一学期的教学实验。实验采用实验法和对比法,在开学两周后对两班学生进行统一的写作测试,测试成绩和作品为对照样本,以此作为前测成绩。实验前和实验过程中均由同一教师授课,实验前教师采用传统教法,实验中讲授语篇分析中的衔接手段、主述位推进模式、体裁分析方法以及语篇组织模式等相关知识。实验后通过分析数据得出结论:语篇分析教学能提高学生英语写作成绩,帮助培养学生英语写作能力。最后,为改善当前高中英语写作教学现状,笔者有针对性地提出以下英语写作教学策略:采用语篇分析教学,以读促写,经典文本教学的方法帮助学生培养英语思维模式,从而提高高中学生的英语写作能力。
[Abstract]:The written expression ability of English directly reflects the ability of the students, and in the New Curriculum Standard of Senior High School issued by the Ministry of Education in 2013, the higher requirements for English writing are put forward, and the ability of the language is more and more important as an investigation point. This also puts forward higher requirements for teachers' English writing teaching, and requires the teachers to study and absorb advanced teaching ideas and teaching methods to improve the English writing ability of the students. However, the present high school English writing teaching still adopts the traditional teaching method, pays attention to the grammar rules, ignores the writing ability, pays attention to the writing result, and ignores the writing process, so that the students can not effectively express their thoughts in the writing even if the vocabulary grammar is mastered by the students, The reason is that the students lack the understanding of the relevant knowledge of the analysis of the Analects. On the basis of this, the teacher can carry on the discourse analysis teaching in the English writing teaching, pay attention to the cultivation of the students' thinking construction process, and attach importance to the student's working ability. In this regard, the author has carried out the study of the English writing teaching in senior middle school based on the theory of discourse analysis, and through the specific teaching experiment, the paper analyzes the positive influence of the analysis teaching on the English writing ability of the high school students, and aims at exploring the teaching strategies suitable for the teaching of English writing. First, this research adopts the test investigation method to study the English writing requirement in the new curriculum standard. On the basis of this, the writing test is carried out on the students of two classes in a middle school in a city in Shaanxi Province, aiming at understanding the common difficulties in the English writing of the students. Through the analysis of the results, the author has found that the mistakes in the writing of the students are obviously more than that of the language knowledge, which means that the students are very thin in the writing, and the methods of the analysis of the words are not in place. Therefore, the author gives an overview of the theory of discourse analysis, and the main theories include: the means of cohesion, the structure of the main statement, the analysis of the genre, and the mode of the organization of the language. Secondly, in order to further understand the present situation of the English writing teaching in high school under the new curriculum standard, the author conducted a questionnaire survey on the students of two classes and the English teachers who conducted the writing test from the aspects of the teachers and the students by using the questionnaire method. Through the investigation and analysis, it is not only the error of language knowledge, but also in the writing of the students, there are some problems such as the lack of the level and the incomplete semantic. The reason is that the teachers do not pay attention to the English writing, the improper use of the writing teaching methods, and the differences in the English and Chinese thinking patterns. Based on this, on the basis of the requirement of the new curriculum standard to the high school students' English writing and the current situation of the English writing teaching, the author puts forward the application of the discourse analysis theory to the English writing teaching, which can improve the students' English writing performance and help to train the students' writing ability. In order to verify this hypothesis, the author conducted a semester of teaching experiment to two science parallel classes in a high school in a middle school in a city in Shaanxi Province. The experiment uses the experimental method and the contrast method, and after the first two weeks of the school, the students of the two classes have the unified writing test, the test results and the work as the control samples, as a result of the previous test. in that course of the experiment and in the course of the experiment, the same teacher is taught, the pre-experiment teacher adopt the traditional teaching method, the teaching in the experiment teach the connection means in the discourse analysis, the main stated bit advance mode, the genre analysis method and the discourse organization pattern and other relevant knowledge. After the experiment, through the analysis of the data, it is concluded that the discourse analysis teaching can improve the students' English writing performance and help to train the students' English writing ability. In the end, in order to improve the current teaching situation of English writing in high school, the author has pointed out the following teaching strategies of English writing: the use of the discourse analysis teaching, the method of reading and writing, and the classical text teaching to help the students to develop the English thinking mode. so as to improve the English writing ability of the high school students.
【学位授予单位】：陕西理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2328695
[Abstract]:The written expression ability of English directly reflects the ability of the students, and in the New Curriculum Standard of Senior High School issued by the Ministry of Education in 2013, the higher requirements for English writing are put forward, and the ability of the language is more and more important as an investigation point. This also puts forward higher requirements for teachers' English writing teaching, and requires the teachers to study and absorb advanced teaching ideas and teaching methods to improve the English writing ability of the students. However, the present high school English writing teaching still adopts the traditional teaching method, pays attention to the grammar rules, ignores the writing ability, pays attention to the writing result, and ignores the writing process, so that the students can not effectively express their thoughts in the writing even if the vocabulary grammar is mastered by the students, The reason is that the students lack the understanding of the relevant knowledge of the analysis of the Analects. On the basis of this, the teacher can carry on the discourse analysis teaching in the English writing teaching, pay attention to the cultivation of the students' thinking construction process, and attach importance to the student's working ability. In this regard, the author has carried out the study of the English writing teaching in senior middle school based on the theory of discourse analysis, and through the specific teaching experiment, the paper analyzes the positive influence of the analysis teaching on the English writing ability of the high school students, and aims at exploring the teaching strategies suitable for the teaching of English writing. First, this research adopts the test investigation method to study the English writing requirement in the new curriculum standard. On the basis of this, the writing test is carried out on the students of two classes in a middle school in a city in Shaanxi Province, aiming at understanding the common difficulties in the English writing of the students. Through the analysis of the results, the author has found that the mistakes in the writing of the students are obviously more than that of the language knowledge, which means that the students are very thin in the writing, and the methods of the analysis of the words are not in place. Therefore, the author gives an overview of the theory of discourse analysis, and the main theories include: the means of cohesion, the structure of the main statement, the analysis of the genre, and the mode of the organization of the language. Secondly, in order to further understand the present situation of the English writing teaching in high school under the new curriculum standard, the author conducted a questionnaire survey on the students of two classes and the English teachers who conducted the writing test from the aspects of the teachers and the students by using the questionnaire method. Through the investigation and analysis, it is not only the error of language knowledge, but also in the writing of the students, there are some problems such as the lack of the level and the incomplete semantic. The reason is that the teachers do not pay attention to the English writing, the improper use of the writing teaching methods, and the differences in the English and Chinese thinking patterns. Based on this, on the basis of the requirement of the new curriculum standard to the high school students' English writing and the current situation of the English writing teaching, the author puts forward the application of the discourse analysis theory to the English writing teaching, which can improve the students' English writing performance and help to train the students' writing ability. In order to verify this hypothesis, the author conducted a semester of teaching experiment to two science parallel classes in a high school in a middle school in a city in Shaanxi Province. The experiment uses the experimental method and the contrast method, and after the first two weeks of the school, the students of the two classes have the unified writing test, the test results and the work as the control samples, as a result of the previous test. in that course of the experiment and in the course of the experiment, the same teacher is taught, the pre-experiment teacher adopt the traditional teaching method, the teaching in the experiment teach the connection means in the discourse analysis, the main stated bit advance mode, the genre analysis method and the discourse organization pattern and other relevant knowledge. After the experiment, through the analysis of the data, it is concluded that the discourse analysis teaching can improve the students' English writing performance and help to train the students' English writing ability. In the end, in order to improve the current teaching situation of English writing in high school, the author has pointed out the following teaching strategies of English writing: the use of the discourse analysis teaching, the method of reading and writing, and the classical text teaching to help the students to develop the English thinking mode. so as to improve the English writing ability of the high school students.
【学位授予单位】：陕西理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
【参考文献】
相关期刊论文 前10条
1 吴静;;语篇教学理论在高中英语写作教学中的运用[J];中国校外教育;2014年06期
2 张玮;;范畴理论视角下的语篇连贯研究[J];外语教学与研究;2014年02期
3 麻恩海;代奎;;语篇分析应用于阅读教学研究综述[J];西昌学院学报(社会科学版);2013年01期
4 陈英红;谢京睿;;大学英语写作模板与经典范文之教学价值比较[J];湖南工程学院学报(社会科学版);2012年04期
5 亢娟妮;;上下义关系理论在英语写作中的应用[J];西南农业大学学报(社会科学版);2012年05期
6 梁文花;康淑敏;;“体裁理论”三个主要学派的比较研究[J];外语研究;2012年01期
7 李寒冰;;国内功能语篇分析研究综述[J];英语研究;2011年04期
8 邓晓宇;;语篇分析理论与英语写作[J];江西理工大学学报;2011年02期
9 许煜;;主位述位理论在大学生英语写作教学中的应用[J];重庆科技学院学报(社会科学版);2010年24期
10 孟新爱;;从语篇分析的角度来看英语写作[J];淄博师专学报;2010年02期
相关硕士学位论文 前9条
1 何秋华;“以读促写”在高中英语写作教学中的应用研究[D];苏州大学;2015年
2 王华;语篇分析理论在高中英语阅读教学中的实践研究[D];上海师范大学;2015年
3 柳晓韵;"以读促写"在高中英语写作教学中的应用研究[D];南京师范大学;2015年
4 张号召;语篇衔接理论应用于外语写作教学的实证研究[D];重庆师范大学;2012年
5 史俊杰;错误分析理论对高中英语写作教学的启示[D];上海师范大学;2012年
6 余群雁;语篇分析理论在普通初中英语阅读教学中的应用[D];华中师范大学;2011年
7 马霓;衔接理论在高中英语写作教学中的应用[D];东北师范大学;2009年
8 连乐军;语篇分析理论在高中英语写作教学的应用[D];福建师范大学;2008年
9 杨前进;语篇分析理论在高中英语写作教学中的运用[D];华中师范大学;2008年
，本文编号：2328695
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2328695.html
