發(fā)布時(shí)間：2018-01-02 08:15

  本文關(guān)鍵詞：“創(chuàng)造內(nèi)容，，模仿語(yǔ)言”理念下的初中英語(yǔ)寫(xiě)作教學(xué)效果研究　出處：《廣州大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 創(chuàng)造內(nèi)容 模仿語(yǔ)言 內(nèi)在動(dòng)機(jī) 讀后續(xù)寫(xiě) 協(xié)同 寫(xiě)作焦慮 寫(xiě)作能力

【摘要】：基于使用的語(yǔ)言習(xí)得觀,國(guó)內(nèi)著名二語(yǔ)習(xí)得專家王初明教授(2014)提出了提高外語(yǔ)教學(xué)和學(xué)習(xí)效率的基本思路:“為了學(xué)好外語(yǔ),內(nèi)容要?jiǎng)?chuàng)造,語(yǔ)言要模仿,創(chuàng)造與模仿要緊密結(jié)合�！薄皠�(chuàng)造內(nèi)容,模仿語(yǔ)言”可以通過(guò)兩種方式進(jìn)行:一是與本族者對(duì)話;二是通過(guò)讀后續(xù)寫(xiě)。這里的讀后續(xù)寫(xiě)是指學(xué)習(xí)者先閱讀一篇抹去結(jié)尾的故事,然后接著情節(jié)續(xù)寫(xiě),補(bǔ)全故事。“讀后續(xù)寫(xiě)”也具備對(duì)話的主要促學(xué)特征。“讀后續(xù)寫(xiě)”是在前文構(gòu)建的語(yǔ)境中,伴有內(nèi)容創(chuàng)造和語(yǔ)言模仿。他認(rèn)為,在國(guó)內(nèi)外語(yǔ)聽(tīng)說(shuō)不利而讀寫(xiě)條件充分的學(xué)習(xí)環(huán)境下,讀后促寫(xiě)具有重要的教學(xué)價(jià)值,是一種提高外語(yǔ)水平的好方法。本研究旨在通過(guò)實(shí)驗(yàn)的方法檢驗(yàn)基于“創(chuàng)造內(nèi)容,模仿語(yǔ)言”外語(yǔ)教學(xué)思想的有效性。本研究重點(diǎn)探索讀后續(xù)寫(xiě)是否能促進(jìn)英語(yǔ)學(xué)習(xí)者的寫(xiě)作水平和降低英語(yǔ)學(xué)習(xí)者的寫(xiě)作焦慮。具體研究問(wèn)題為(1)讀后續(xù)寫(xiě)是否能夠降低學(xué)生的英語(yǔ)寫(xiě)作焦慮?(2)讀后續(xù)寫(xiě)是否能夠提高學(xué)生的英語(yǔ)寫(xiě)作成績(jī)?研究以廣州市蘿崗區(qū)某中學(xué)初中一年級(jí)兩個(gè)英語(yǔ)水平相當(dāng)自然班的學(xué)生共81人為對(duì)象,其中一個(gè)班為實(shí)驗(yàn)組共40人,另一個(gè)班為控制組共41人。研究對(duì)象年齡介于13到14歲、已學(xué)了5年英語(yǔ)。研究工具包括了兩次英語(yǔ)寫(xiě)作測(cè)試試卷和兩次外語(yǔ)寫(xiě)作焦慮問(wèn)卷調(diào)查表。在實(shí)驗(yàn)中,實(shí)驗(yàn)組英語(yǔ)寫(xiě)作教學(xué)采用讀后續(xù)寫(xiě),控制組采用當(dāng)前通用的話題寫(xiě)作教學(xué)。整個(gè)實(shí)驗(yàn)共持續(xù)16周。實(shí)驗(yàn)組的英語(yǔ)寫(xiě)作后測(cè)平均分(9.99)比控制組的平均分(7.99)高了2分,實(shí)驗(yàn)組的外語(yǔ)寫(xiě)作焦慮調(diào)查問(wèn)卷后測(cè)平均分(66.53)比控制組的平均分(76.54)低了10.01。實(shí)驗(yàn)結(jié)果表明:1、讀后續(xù)寫(xiě)降低了學(xué)生的英語(yǔ)寫(xiě)作焦慮;2、讀后續(xù)寫(xiě)提高了學(xué)生的英語(yǔ)寫(xiě)作成績(jī)。本研究給予教學(xué)的啟示是:讀后續(xù)寫(xiě)是一個(gè)有效的外語(yǔ)學(xué)習(xí)方法,不僅在大學(xué),高中對(duì)學(xué)生進(jìn)行讀后續(xù)寫(xiě)訓(xùn)練,初中也有必要進(jìn)行讀后續(xù)寫(xiě);既可以作為寫(xiě)作教學(xué)的評(píng)價(jià)手段,也可以作為提高英語(yǔ)寫(xiě)作能力的一種方法,還可以協(xié)助初中英語(yǔ)聽(tīng)力教學(xué)和語(yǔ)法教學(xué)。
[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.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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