“创造内容，模仿语言”理念下的初中英语写作教学效果研究

发布时间：2018-01-02 08:15

本文关键词：“创造内容，，模仿语言”理念下的初中英语写作教学效果研究　出处：《广州大学》2016年硕士论文　论文类型：学位论文

【摘要】：基于使用的语言习得观,国内著名二语习得专家王初明教授(2014)提出了提高外语教学和学习效率的基本思路:“为了学好外语,内容要创造,语言要模仿,创造与模仿要紧密结合。”“创造内容,模仿语言”可以通过两种方式进行:一是与本族者对话;二是通过读后续写。这里的读后续写是指学习者先阅读一篇抹去结尾的故事,然后接着情节续写,补全故事。“读后续写”也具备对话的主要促学特征。“读后续写”是在前文构建的语境中,伴有内容创造和语言模仿。他认为,在国内外语听说不利而读写条件充分的学习环境下,读后促写具有重要的教学价值,是一种提高外语水平的好方法。本研究旨在通过实验的方法检验基于“创造内容,模仿语言”外语教学思想的有效性。本研究重点探索读后续写是否能促进英语学习者的写作水平和降低英语学习者的写作焦虑。具体研究问题为(1)读后续写是否能够降低学生的英语写作焦虑?(2)读后续写是否能够提高学生的英语写作成绩?研究以广州市萝岗区某中学初中一年级两个英语水平相当自然班的学生共81人为对象,其中一个班为实验组共40人,另一个班为控制组共41人。研究对象年龄介于13到14岁、已学了5年英语。研究工具包括了两次英语写作测试试卷和两次外语写作焦虑问卷调查表。在实验中,实验组英语写作教学采用读后续写,控制组采用当前通用的话题写作教学。整个实验共持续16周。实验组的英语写作后测平均分(9.99)比控制组的平均分(7.99)高了2分,实验组的外语写作焦虑调查问卷后测平均分(66.53)比控制组的平均分(76.54)低了10.01。实验结果表明:1、读后续写降低了学生的英语写作焦虑;2、读后续写提高了学生的英语写作成绩。本研究给予教学的启示是:读后续写是一个有效的外语学习方法,不仅在大学,高中对学生进行读后续写训练,初中也有必要进行读后续写;既可以作为写作教学的评价手段,也可以作为提高英语写作能力的一种方法,还可以协助初中英语听力教学和语法教学。
[Abstract]:Based on the concept of language acquisition in use, Professor Wang Juming, a famous second language acquisition expert in China, put forward the basic idea of improving the efficiency of foreign language teaching and learning: "in order to learn a foreign language well, the content should be created." Language should be imitated, creation and imitation should be closely combined. "creating content, imitating language" can be carried out in two ways: one is dialogue with native people; The second is by reading after the continuation. In this case, the sequel refers to the learner read a story erased the end of the story, and then the plot of the sequel. Complete story. "after reading" also has the main characteristics of dialogue. "after reading" is in the context of the previous construction, accompanied by content creation and language imitation, he believes. In the domestic environment of unfavorable listening and speaking and adequate reading and writing, it is of great value to promote the reading and writing after reading. It is a good method to improve foreign language proficiency. The purpose of this study is to test the basis of "creating content" through experimental methods. The effectiveness of Foreign language Teaching thinking. This study focuses on whether the continuous writing after reading can promote English learners' writing proficiency and reduce English learners' writing anxiety. Can continuous writing after reading reduce students' anxiety in English writing? Can continuous writing after reading improve students' English writing scores? The study took 81 students in two natural English classes in a middle school in Luogang district of Guangzhou, including 40 in the experimental group. The other class consisted of 41 people in the control group. The subjects were between 13 and 14 years of age. We have studied English for five years. The research tools include two English writing test papers and two foreign language writing anxiety questionnaires. In the experiment, the English writing teaching in the experimental group is carried out after reading. The control group adopted the current general topic writing teaching. The whole experiment lasted 16 weeks. The average score of the English writing test in the experimental group was 9.99) higher than that in the control group (7.99). The average score of the EFL writing anxiety questionnaire in the experimental group was 66.53) lower than that in the control group (76.54). The experimental results showed that the average score of 1: 1 was lower than that of the control group (76.54). After reading, the continuous writing reduces the students' anxiety in English writing. 2.After reading, continuous writing improves the students' English writing scores. The teaching implications of this study are as follows: afterreading is an effective method of foreign language learning, not only in universities, but also in senior high schools. Junior high school also need to read after the continuation; It can be used not only as a means of evaluating writing teaching, but also as a way to improve English writing ability. It can also help junior high school English listening teaching and grammar teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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