高中生英语写作自我纠错的实践研究

发布时间：2019-03-06 09:45

【摘要】：在二语习得或者外语学习的过程中,写作能力不仅反映出学习者的外语写作水平,更能综合体现外语学习者的应用语言的能力。写作作为英语学习的五大基本技能之一,是语言说话交流的一种重要方式,在英语学习过程中的作用越来越重要。在经济全球化日益深入的当今社会,英语水平已经作为企业单位评判高端人才的重要标准。2013年我国教育部颁布的《普通高中英语课程标准》,对高中生英语写作等级作出明确的层级要求,而且要求学生具有自我修改作文的能力。因此,提高学生英语写作自我纠错能力引起外语研究者们及一线教师们深切的关注,同时对英语写作教学也是一种挑战,毕竟培养高中生的写作能力对广大高中英语教师而言也是具有一定难度的。根据我国教育现状,部分地区教育思想、条件比较落后,就评价方式而言,以教师一体式总结性评价为主,即教师纠错的方式批改作文。这种评价方式忽视了学生的学习主体作用,具有一定的弊端。为了探索出一个更为有效的写作教学方式,研究者们及一线教师们做了许多努力。本文主要以错误分析、自我纠错理论为基础,研究自我纠错方式对高中生英语写作的影响。旨在讨论三个问题:(1)教师纠错与自我纠错的错误类型的差异;(2)学生采用自我纠错的学习方式能不能有效地提高学生纠错能力,提高学生英语写作水平;(3)与教师纠错方式相比,哪一种纠错方式更为有效。本次实验以河南省某地方高中的两班写作水平相当的学生作为研究对象,考察了自我纠错对高中生英语写作的有效成果,并结合调查问卷,分析学生对自我纠错写作修改方式的态度,得出以下研究结论:自我纠错的错误类型主要是词类、语法和语篇方面的错误,教师纠错主要倾向机械类错误、内容错误;在一定程度上,教师纠错与自我纠错的方式都能够提高学生的英语写作能力;在实验班的写作练习中,实验前后测数据变化说明自我纠错可以提高学生的纠错能力,有利于提高学生的英语写作水平。根据实践研究的数据结果来看,在高中阶段采用自我纠错的方式进行英语写作教学,培养学生的自我纠错能力的方法是切实可行的。在文章结束部分,研究者基于研究结果对高中英语写作教学提出了针对性的建议,以及研究过程中的局限性,表达了对英语写作教学研究发展的期望。
[Abstract]:In the process of second language acquisition or foreign language learning, writing ability not only reflects the learners' foreign language writing level, but also comprehensively reflects the applied language ability of foreign language learners. As one of the five basic skills of English learning, writing is an important way of language communication and plays a more and more important role in the process of English learning. In today's society with the deepening of economic globalization, English level has become an important standard for enterprises to judge high-end talents. In 2013, the Ministry of Education of our country promulgated the Standard of English Curriculum for General Senior High Schools. Students are required to have the ability to modify their own compositions as well as to make a clear level requirement for their English writing level of senior high school students. Therefore, the improvement of students' self-correcting ability in English writing has aroused the deep concern of foreign language researchers and front-line teachers, and it is also a challenge to English writing teaching. After all, it is difficult for senior high school English teachers to cultivate their writing ability. According to the present situation of education in our country, some regional educational thoughts and conditions are relatively backward. As far as the evaluation method is concerned, teachers' integrated summary evaluation is the main one, that is, teachers correct their compositions by correcting their compositions. This way of evaluation ignores the role of students as the subject of learning, and has some drawbacks. In order to explore a more effective way of writing teaching, researchers and front-line teachers have made a lot of efforts. Based on error analysis and self-error correction theory, this paper studies the influence of self-error correction on senior high school students' English writing. The purpose of this paper is to discuss three problems: (1) the difference between teachers' error-correcting and self-correcting error types, (2) whether students can effectively improve their ability to correct errors and improve their English writing ability by adopting self-correcting learning methods; (3) which one is more effective than the teacher's error correction. This experiment takes the students with the same writing level in two classes of high schools in Henan Province as the object of study, and investigates the effective results of self-correcting on senior high school students' English writing, and combines with the questionnaire. Based on the analysis of students' attitudes towards self-correcting writing modification, the following conclusions are drawn: the main types of self-correcting errors are parts of speech, grammatical and textual errors, and teachers' errors mainly tend to mechanical errors and content errors; To a certain extent, teachers' ways of correcting errors and self-correcting can improve students' English writing ability. In the writing practice of the experimental class, the changes of the test data before and after the experiment show that self-error correction can improve the students' error-correcting ability and help to improve the students' English writing level. According to the results of practical research, it is feasible to use self-correcting method to teach English writing in senior high school and to cultivate students' ability of self-correcting. At the end of the thesis, the author puts forward some suggestions on the teaching of English writing in senior high school and the limitations in the research process, so as to express the expectation of the research development of English writing teaching in senior high schools.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【相似文献】