听写重构法作用下的高中英语写作中的空论无习失
发布时间：2019-03-29 12:06
【摘要】：中学生英语写作能力普遍偏低,有很多学生常常写出缺主语或漏宾语的句子且未能意识到主语宾语对英语句子的重要性。句子的主语和宾语统称为“论元”。由于某种原因句子的主语或宾语只有语法作用和语义内容但没有语音表现形式的现象称为“空论元”现象。笔者认为,学生在英语写作过程中漏掉主语或宾语正是因为受到其母语(汉语)“允许空论元”的参数的影响。基于此现象,笔者试图借助听写重构法进行写作教学,让学生忘却汉语“允许空论元”的规则,并习得英语“不允许空论元”的规则,进而将学生大脑中的参数重设。这种现象叫做空论元的习失现象。听写重构(又名整体听写,或语法听写)是一种以学生为中心的、在听力理解的基础上进行模仿写作的教学方法,旨在帮助学生在篇章基础上学习、运用和掌握目的语,同时强调兼顾语言的意义和形式。一般说来,听写重构课堂包含四个阶段:准备阶段、听写阶段、重构阶段及分析纠错阶段。由此,笔者提出了两个问题:1)听写重构法怎样影响学生空论元习失的?2)听写重构法在高中英语写作教学中可行吗?为解答这两个问题,笔者以四川省某重点高中高一年级某平行班的45名学生为研究对象,在该班级英语老师的帮助下进行了为期一个月的调查研究。通过写作测试(统计学生主语宾语使用情况)、问卷调查和课后访谈的方式,对学生空论元习失情况、学生对英语写作的态度变化及听写重构法对英语写作的影响等方面进行综合分析,得出以下几点发现:1)通过听写重构法,受试的论元使用率有了显著提升,说明在听写重构课堂中,学生大脑中对英语论元的参数进行了重设,习失了汉语“允许空论元”的规则,进而习得到英语“不允许空论元”的规则。但是在更具体的分项统计中发现,受试主语的使用率有较显著的提升,而宾语的使用率并没有十分显著的变化。2)听写重构法在高中英语写作教学中可行。听写重构法从某种意义上改变了学生对英语写作的态度。引起这种变化的原因可能是在听写重构活动中获得的“归属感”、自信以及对自身更清晰的认知。此外,听写重构能从“词汇-句子-篇章”三个层面改善学生的写作水平。首先,听写重构可以扩大学生的词汇量。其次,听写重构法可以提高学生产出的句子的语法正确性;再次,听写重构可以帮助学生增强篇章逻辑性。
[Abstract]:English writing ability of middle school students is generally low. Many students often write sentences with missing subjects or missed objects and fail to realize the importance of subject objects to English sentences. The subject and object of the sentence are collectively called argument. For some reason, the phenomenon that the subject or object of a sentence has only grammatical function and semantic content but no phonological expression is called "empty theory element" phenomenon. The author thinks that students' omission of subject or object in the process of English writing is influenced by the parameters of their mother tongue (Chinese) "permitted empty argument". Based on this phenomenon, the author tries to use dictation reconstruction to teach writing so that students can forget the rule of "allowing empty argument" in Chinese, and acquire the rule of "no empty argument" in English, so as to reset the parameters in the students' brain. This phenomenon is called the habitual phenomenon of empty theory. Dictation reconstruction (also known as whole dictation, or grammatical dictation) is a student-centered teaching method of imitating writing on the basis of listening comprehension, which aims to help students learn, use and master the target language on a text-based basis. At the same time, emphasis should be given to the meaning and form of language. Generally speaking, dictation refactoring class consists of four stages: preparation, dictation, reconstruction and error correction. As a result, the author puts forward two questions: 1) how does dictation reconstruction affect the students' empty theory elements' habitual loss? (2) is dictation reconstruction feasible in English writing teaching in senior high schools? In order to answer these two questions, the author studied 45 students in a parallel class of a key senior high school in Sichuan province, and conducted a one-month investigation with the help of the English teacher in this class. Through the writing test, questionnaire survey and after-class interview, the students' empty argument meta-habitual loss was investigated by means of writing test (statistics on students' use of subject-object), questionnaire survey and after-class interview. Through a comprehensive analysis of the students' attitude towards English writing and the influence of dictation reconstruction on English writing, the following findings are drawn: 1) through dictation reconstruction, the argument utilization rate of the subjects has been improved significantly; It shows that in dictation reconstruction class, students re-set the parameters of English argument, lose the rule of "allowing empty argument" in Chinese, and then acquire the rule of "no empty argument" in English. However, in the more specific sub-item statistics, it is found that the use rate of subjects in the test has significantly increased, while the use rate of objects has not changed significantly. 2) dictation reconstruction is feasible in English writing teaching in senior high schools. Dictation reconstruction has changed students' attitude towards English writing in a sense. This change may be due to a sense of belonging, self-confidence, and a clearer understanding of yourself in dictation refactoring. In addition, dictation reconstruction can improve students' writing level from three aspects: vocabulary-sentence-text. First of all, dictation reconstruction can enlarge students' vocabulary. Secondly, dictation reconstruction can improve the grammatical correctness of sentences produced by students, and thirdly, dictation reconstruction can help students to enhance the logicality of the text.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2449528
[Abstract]:English writing ability of middle school students is generally low. Many students often write sentences with missing subjects or missed objects and fail to realize the importance of subject objects to English sentences. The subject and object of the sentence are collectively called argument. For some reason, the phenomenon that the subject or object of a sentence has only grammatical function and semantic content but no phonological expression is called "empty theory element" phenomenon. The author thinks that students' omission of subject or object in the process of English writing is influenced by the parameters of their mother tongue (Chinese) "permitted empty argument". Based on this phenomenon, the author tries to use dictation reconstruction to teach writing so that students can forget the rule of "allowing empty argument" in Chinese, and acquire the rule of "no empty argument" in English, so as to reset the parameters in the students' brain. This phenomenon is called the habitual phenomenon of empty theory. Dictation reconstruction (also known as whole dictation, or grammatical dictation) is a student-centered teaching method of imitating writing on the basis of listening comprehension, which aims to help students learn, use and master the target language on a text-based basis. At the same time, emphasis should be given to the meaning and form of language. Generally speaking, dictation refactoring class consists of four stages: preparation, dictation, reconstruction and error correction. As a result, the author puts forward two questions: 1) how does dictation reconstruction affect the students' empty theory elements' habitual loss? (2) is dictation reconstruction feasible in English writing teaching in senior high schools? In order to answer these two questions, the author studied 45 students in a parallel class of a key senior high school in Sichuan province, and conducted a one-month investigation with the help of the English teacher in this class. Through the writing test, questionnaire survey and after-class interview, the students' empty argument meta-habitual loss was investigated by means of writing test (statistics on students' use of subject-object), questionnaire survey and after-class interview. Through a comprehensive analysis of the students' attitude towards English writing and the influence of dictation reconstruction on English writing, the following findings are drawn: 1) through dictation reconstruction, the argument utilization rate of the subjects has been improved significantly; It shows that in dictation reconstruction class, students re-set the parameters of English argument, lose the rule of "allowing empty argument" in Chinese, and then acquire the rule of "no empty argument" in English. However, in the more specific sub-item statistics, it is found that the use rate of subjects in the test has significantly increased, while the use rate of objects has not changed significantly. 2) dictation reconstruction is feasible in English writing teaching in senior high schools. Dictation reconstruction has changed students' attitude towards English writing in a sense. This change may be due to a sense of belonging, self-confidence, and a clearer understanding of yourself in dictation refactoring. In addition, dictation reconstruction can improve students' writing level from three aspects: vocabulary-sentence-text. First of all, dictation reconstruction can enlarge students' vocabulary. Secondly, dictation reconstruction can improve the grammatical correctness of sentences produced by students, and thirdly, dictation reconstruction can help students to enhance the logicality of the text.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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