日记对高中英语写作影响的实证研究

发布时间：2018-06-18 19:30

本文选题：基于生活的英语日记 + 基于文本的英语日记　；参考：《山西师范大学》2017年硕士论文

【摘要】：写作是英语语言技能不可分割的一部分,更是综合语言运用能力的重要表现形式。英语写作课在英语教学过程中起着巩固知识、开阔思维、抒发情感以及培养学生综合语言运用能力的重要作用。英语写作课不仅仅是学生对已有知识的简单应用,也是思维和情感等的输出表达。同时,高中英语课程标准不仅对学生写作能力提出了知识上的具体要求,而且也对学生提出了情感态度上的要求。通过对近几年高考写作分析得出,高考作文越来越贴近学生实际生活。笔者通过对已有文献的分析以及自己的教学实践,发现在目前高中英语写作课中,仍然采用以教师为中心的传统写作教学模式:重知识和语言形式,轻写作态度和内容,这种重视结果和分数的写作模式严重的阻碍了学生创造性的培养。此外,写作内容脱离了生活实际,使得学生在写作过程中缺乏主动性、真实性和交际性,对学生的综合语言运用能力造成了不良的影响,因此探索一种有效的英语写作方法在必行。日记具有生活性、自主性和易学性的特点,内容更加贴近学生的生活实际,能更好地激发学生学习兴趣。本文以克拉申的输入理论,斯温的输出理论和王初明的写长法理论为指导,将日记应用于英语写作教学中,旨在调查英语日记是否有助于提高高中生英语写作水平。笔者以山西省吕梁市文水中学高二两个平行班99名学生为研究对象进行研究,一班为实验班,共50名学生,采用基于生活的日记教学形式,二班为控制班,共49名学生,采用基于文本的日记教学形式。整个实验在实验班和控制班中同时进行,由5部分组成,实验前问卷调查,前测,及时后测,延时后测和试验后问卷调查。本研究主要讨论以下问题:1.实验前后,高中生对英语写作的态度有何变化?2.在实验实施一周后,基于生活的和基于文本的日记形式对英语写作的组织性、流畅性和规范性有什么影响?3.在实验实施两个月后,基于生活的和基于文本的日记形式对英语写作的组织性、流畅性和规范性有什么影响?4.在实验实施一学期后,基于生活的和基于文本的日记形式对英语写作的组织性、流畅性和规范性有什么影响?实验结束后,笔者运用SPSS17.0统计软件对收集的数据进行详细的分析,并得出以下结论:通过实验前问卷调查发现,总体上,学生对英语写作持消极态度。他们写作并不是因为感兴趣或者喜欢,而是单纯地为了完成作业,大约65%的学生也并未形成良好的写作习惯,并且对于写作后的评价,并不重视。实验结束后,作者再次向学生发放问卷,旨在调查经过一学期的日记教学后,学生写作态度是否发生了变化。结果显示,学生态度有了明显的变化。将日记应用于英语写作教学中,极大提高了学生的英语写作兴趣,培养了学生的创造性,并有助于学生形成良好的写作习惯。通过实证研究,笔者发现,在一周后,实验班和控制班学生的写作能力没有明显的差异。在短期内,学生的写作能力没有受到日记教学的影响,基本保持之前的水平。虽然实验班和控制班分别采用基于生活的日记形式和基于文本的不同的日记形式,但从学生的所交作文来看,仅仅一周的时间,没有对学生写作产生很大的影响,学生的用词选择、句式变化、语篇连贯、构思逻辑等都处于同一水平,两个学生的总体成绩之间没有明显差异。经过两个月的实证也研究,笔者发现,学生的写作有了相应的变化。基于文本的日记教学形式,更加强调写作用词等使用的准确性,而规范性则主要针对写作中词汇、语法、拼写等的准确性而言。对于基于生活的日记教学形式,更加强调学生思维表达能力,要求学生运用所学来表达自己的想法,把握文章的整体性,而流畅性设计到了篇章结构、句子过渡等,而规范性则是对语言词汇、语法、拼写等的准确性提出了要求。所以经过两个月的训练,控制班在规范性方面呈现优势,而实验班在流畅性方面呈现优势。但可以看出,两个月内,两个班的总体写作水平没有出现明显差异。经过一学期的实证研究后发现,两个班英语写作出现明显差异。两个班已经经过了一学期的不同日记形式的教学,两个班已经形成了固定模式,即作内容来源于生活,更加自由基于生活的日记形式和以教材文本为主的基于文本的日记教学形式,两个班都是基于日记,但各有侧重。对于实验班而言,学生写作更加自由,注重情感的表达,没有心理压力,而控制班则在一定程度上限制了学生的思维能力和语言表达,因此在流畅性上,实验班取得较好的成绩。而控制班则来源于文本,文章新颖等方面受到一定的限制,所以相对于控制班,实验班在组织性方面优明显提高。在规范性方面,实验班对于规范性而言,实验班学生强调写作的交流性,而控制班则强调知识的巩固性,所以控制班学生在规范性上取得了更好的结果。综上所述,日记对提高学生英语写作能力起到了不可忽视的作用。尽管本研究存在一些不足之处,但笔者还是期望一起分享本论文的一些主要发现。对高中英语教学来说,英语日记的应用,对提高高中生英语写作水平有很大的帮助。
[Abstract]:Writing is an inseparable part of English language skills and an important manifestation of the ability to use a comprehensive language. The English writing course plays an important role in consolidating knowledge, broadened thinking, expressing emotions and cultivating students' ability to use a comprehensive language in the course of English teaching. English writing course is not only a student's simple knowledge. The single application is also the output expression of thinking and emotion. At the same time, the high school English curriculum standards not only put forward the specific requirements on the students' writing ability, but also put forward the requirements of emotional attitude to the students. Through the analysis of the college entrance examination writing in recent years, the college entrance examination is getting closer to the actual life of the students. The analysis of the existing literature and its own teaching practice has found that in the present high school English writing class, the traditional teacher centered teaching mode is still adopted: heavy knowledge and language form, writing style and content, which seriously hinders the Creative Cultivation of students. It makes students lack initiative, authenticity and communication in the process of writing, which has a bad influence on the students' ability to use comprehensive language. Therefore, it is necessary to explore an effective method of English writing. The diary has the characteristics of life, autonomy and learning, and the content is more close to the student's life. This paper, guided by Krashen's input theory, the output theory of swin and Wang Chung Ming's theory of writing length, applies the diary to the teaching of English writing. The purpose of this study is to investigate whether the English diary helps to improve the level of English writing of high school students. The author of this paper is in Wenshui high school in Lvliang, Shanxi Province, two A parallel class of 99 students for the study, one for the experimental class, a total of 50 students, using a daily life diary teaching form, the two class as the control class, a total of 49 students, using a text based diary teaching form. The whole experiment was conducted in the experimental class and control class at the same time, consisting of 5 parts, before the experiment questionnaire survey, the pre test, The following questions are mainly discussed in this study: 1., what are the changes in the attitude of senior high school students to English writing before and after the experiment? 2. what's the influence on the organization, fluency and normalization of English writing based on life and text based diaries after a week of experiment? 3. in the experimental implementation Two months later, what are the effects of life based and text-based diaries on the organizational, fluency and normalization of English writing? 4. after the first semester of the experiment, what has the influence on the organization, fluency and normalization of English writing based on the life and text based Diaries? After the experiment, the author uses SPSS17.0 The statistical software makes a detailed analysis of the collected data and draws the following conclusions: through a pre experiment questionnaire, it is found that in general, students have a negative attitude to English writing. They do not write because they are interested or liked, but simply do their homework, and about 65% of the students do not have good writing habits. At the end of the experiment, the author once again sent a questionnaire to the students to investigate whether the students' attitude has changed after a semester's Diary Teaching. The results show that the students' attitude has changed obviously. The application of the diary to the teaching of English writing has greatly improved the students' English Writing. Interest, cultivating students' creativity and helping students to form good writing habits. Through empirical research, I found that in a week, there is no obvious difference in writing ability between the experimental class and the control class. In the short term, the writing ability of the students is not influenced by the Diary Teaching and is basically maintained at the previous level. The class and the control class adopted the daily diary form and the different diary form based on the text, but from the students' writing, only one week's time did not have a great influence on the students' writing. The students' choice of words, the change of sentence patterns, the coherence of the text, the logic of conception, and so on were all at the same level, and the total of the two students. There is no significant difference between the results. After two months of empirical study, I found that the students' writing has changed correspondingly. The text based diary teaching forms more emphasis on the accuracy of the use of writing and action, while the normalization is mainly aimed at the accuracy of the vocabulary, grammar, spelling and so on in the writing. In the form of teaching, more emphasis is placed on the students' ability to express their thinking. They require students to use what they have learned to express their ideas and grasp the integrity of the article, and the fluency is designed to the structure of the text, the sentence is transition and so on, while the standardization is required for the accuracy of language vocabulary, grammar, spelling and so on. So after two months of training, the control class is controlled. In the normative aspect, the experimental class has the advantages of fluency. But it can be seen that there is no significant difference in the overall writing level of the two classes in two months. After a semester of empirical research, there are obvious differences in English writing between the two classes. The two classes have been taught in different forms of diary for a semester. The two classes have formed a fixed mode, that is, the content comes from life, the diary form is more free based on the daily life, and the text based diary teaching form is based on the text of the textbook. The two classes are based on the diary, but each has their own emphasis. For the experimental class, the students are more free to write, pay more attention to emotional expression, and have no psychological pressure. In a certain degree, the control class restricts the students' thinking ability and language expression to a certain extent. Therefore, the experimental class gets better results in fluency, while the control class comes from the text, the article is novel and so on. Therefore, compared with the control class, the experimental class is obviously improved in the organizational aspect. In the experimental class, the students in the experimental class emphasize the communication of the writing, while the control class emphasizes the consolidation of knowledge, so the students in the control class have achieved better results in the normalization. In summary, the diary has played an important role in improving the students' English writing ability. I still expect to share some of the main findings of this paper together. For high school English teaching, the application of English diaries has a great help to improve the level of high school students' English writing.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】