本文選題：大學(xué)英語(yǔ)　切入點(diǎn)：寫作教學(xué)　出處：《吉林大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：寫作是英語(yǔ)綜合技能之一,為應(yīng)對(duì)職場(chǎng)對(duì)英語(yǔ)語(yǔ)言能力的需要,提高我國(guó)大學(xué)生的英語(yǔ)綜合能力已是刻不容緩。教育部2007年頒布的《大學(xué)英語(yǔ)課程教學(xué)要求》,對(duì)大學(xué)非英語(yǔ)專業(yè)本科畢業(yè)生的書(shū)面表達(dá)能力的一般要求為“能完成一般性寫作任務(wù),能描述個(gè)人經(jīng)歷、觀感、情感和發(fā)生的事件等,能寫常見(jiàn)的應(yīng)用文,能在半小時(shí)內(nèi)就一般性話題或提綱寫出不少于120詞的短文,內(nèi)容基本完整,中心思想明確,用詞恰當(dāng),語(yǔ)意連貫。能掌握基本的寫作技能”。然而,通過(guò)近些年來(lái)的全國(guó)大學(xué)英語(yǔ)四、六級(jí)考試中的英語(yǔ)寫作成績(jī)可以看到,對(duì)于這些基本的要求,很多大學(xué)生都無(wú)法完成。并且,對(duì)于如何提高大學(xué)非英語(yǔ)專業(yè)本科生的英語(yǔ)寫作能力,很多大學(xué)英語(yǔ)教師也一頭莫展。因?yàn)閲?guó)內(nèi)大多數(shù)大學(xué)并沒(méi)有為大學(xué)生開(kāi)設(shè)專門的寫作課程,多年來(lái)講課本文本知識(shí)是我們大學(xué)英語(yǔ)課程的主要任務(wù)。因此,在這樣的情況下,如何提高大學(xué)生英語(yǔ)寫作能力,如何為大學(xué)英語(yǔ)教師提供新的英語(yǔ)寫作教學(xué)方法是研究者面臨的一個(gè)重要研究問(wèn)題。2008年,文秋芳提出輸出驅(qū)動(dòng)假設(shè),并提出了輸出驅(qū)動(dòng)假設(shè)在英語(yǔ)專業(yè)應(yīng)用的現(xiàn)實(shí)意義以及有效性。2013年,文秋芳發(fā)表了《輸出驅(qū)動(dòng)假設(shè)在大學(xué)英語(yǔ)教學(xué)中的應(yīng)用:思考與建議》一文,闡述了輸出驅(qū)動(dòng)假設(shè)的具體內(nèi)容,“輸出驅(qū)動(dòng)假設(shè)”在大學(xué)英語(yǔ)課程中的實(shí)施以及實(shí)施“輸出驅(qū)動(dòng)假設(shè)”的挑戰(zhàn)。近年來(lái),很多學(xué)者將輸出驅(qū)動(dòng)假設(shè)應(yīng)用在具體的教學(xué)實(shí)踐中,進(jìn)一步去驗(yàn)證輸出驅(qū)動(dòng)假設(shè)在大學(xué)英語(yǔ)教學(xué)中的有效性,其中包括大學(xué)英語(yǔ)寫作教學(xué)實(shí)踐。就當(dāng)前大學(xué)英語(yǔ)寫作教學(xué)及其研究現(xiàn)狀,本文以文秋芳提出的輸出驅(qū)動(dòng)假設(shè)為理論指導(dǎo),對(duì)大學(xué)英語(yǔ)寫作教學(xué)進(jìn)行了進(jìn)一步的研究。該研究的主要目的在于轉(zhuǎn)變教師教學(xué)理念,改變以往大學(xué)英語(yǔ)教師重輸入輕輸出的教學(xué)理念,為大學(xué)英語(yǔ)教師的寫作教學(xué)提供明確的任務(wù)和目標(biāo),提高大學(xué)英語(yǔ)教師的寫作教學(xué)效率。進(jìn)而提高大學(xué)生英語(yǔ)書(shū)面輸出能力,提高其英語(yǔ)綜合技能,以便使當(dāng)代高校大學(xué)生能夠適應(yīng)競(jìng)爭(zhēng)日益激烈的職場(chǎng)的需求。該研究以當(dāng)前國(guó)內(nèi)外學(xué)者對(duì)大學(xué)英語(yǔ)寫作教學(xué)的研究為背景,以文秋芳提出的輸出驅(qū)動(dòng)假設(shè)理論為指導(dǎo)對(duì)大學(xué)英語(yǔ)寫作教學(xué)做進(jìn)一步的研究。本文試圖探究的問(wèn)題主要有兩個(gè),一是“把‘輸出驅(qū)動(dòng)假設(shè)’的教學(xué)模式運(yùn)用于大學(xué)英語(yǔ)寫作教學(xué)課堂對(duì)于提高大學(xué)英語(yǔ)寫作是否有效”,二是“輸出驅(qū)動(dòng)教學(xué)模式在哪些方面促進(jìn)了大學(xué)生英語(yǔ)寫作水平的提高”。本文采用理論分析和實(shí)驗(yàn)的基本方法,并結(jié)合調(diào)查問(wèn)卷、寫作測(cè)試等研究手段來(lái)進(jìn)行研究。以吉林大學(xué)珠海學(xué)院兩個(gè)大學(xué)英語(yǔ)班級(jí)為研究對(duì)象,一班為實(shí)驗(yàn)班,接受在輸出驅(qū)動(dòng)假設(shè)理論指導(dǎo)下的教學(xué)模式進(jìn)行英語(yǔ)寫作教學(xué),另一班為控制班,按照傳統(tǒng)的寫作教學(xué)模式進(jìn)行教學(xué)。研究實(shí)驗(yàn)分為三個(gè)階段:前實(shí)驗(yàn)階段,實(shí)驗(yàn)階段和后試驗(yàn)階段。前實(shí)驗(yàn)階段包括對(duì)兩個(gè)班級(jí)進(jìn)行問(wèn)卷調(diào)查和實(shí)驗(yàn)前英語(yǔ)寫作測(cè)試,試驗(yàn)階段即將實(shí)驗(yàn)班和控制班區(qū)別開(kāi)來(lái)進(jìn)行教學(xué),后試驗(yàn)階段包括實(shí)驗(yàn)后問(wèn)卷調(diào)查和英語(yǔ)寫作測(cè)試。最后收集數(shù)據(jù),使用SPSS軟件對(duì)實(shí)驗(yàn)前和試驗(yàn)后所得的數(shù)據(jù)進(jìn)行定量和定性分析。最后,該項(xiàng)研究發(fā)現(xiàn),在輸出驅(qū)動(dòng)假設(shè)理論指導(dǎo)下進(jìn)行的大學(xué)英語(yǔ)寫作教學(xué)方法和模式有利于促進(jìn)大學(xué)非英語(yǔ)專業(yè)本科生英語(yǔ)寫作能力的提高。相對(duì)于控制班,實(shí)驗(yàn)班學(xué)生的英語(yǔ)寫作水平有明顯的進(jìn)步。并且通過(guò)調(diào)查問(wèn)卷、采訪以及研究者對(duì)兩個(gè)班級(jí)在課堂內(nèi)外的觀察,發(fā)現(xiàn)基于輸出驅(qū)動(dòng)假設(shè)而設(shè)置的輸出任務(wù)和活動(dòng),比如影評(píng)報(bào)告和同伴互評(píng),能夠有效轉(zhuǎn)變學(xué)生對(duì)英語(yǔ)寫作的態(tài)度,調(diào)動(dòng)學(xué)生的寫作積極性,激發(fā)學(xué)生的寫作興趣,促進(jìn)學(xué)生英語(yǔ)寫作能力的快速提高。因而,若長(zhǎng)期在輸出驅(qū)動(dòng)假設(shè)理論指導(dǎo)下對(duì)大學(xué)英語(yǔ)寫作進(jìn)行教學(xué),繼續(xù)研究和開(kāi)發(fā)輸出驅(qū)動(dòng)任務(wù)和活動(dòng),筆者相信一定能夠改變我國(guó)當(dāng)前英語(yǔ)寫作教學(xué)的現(xiàn)狀,提高當(dāng)代大學(xué)生的英語(yǔ)寫作能力,為大學(xué)生以后在職場(chǎng)的英語(yǔ)運(yùn)用打下堅(jiān)實(shí)的基礎(chǔ)。
[Abstract]:Writing is one of the integrated skills of English, is to deal with Workplace English language ability to improve our students' English comprehensive ability is imperative. < College English curriculum issued by the Ministry of education in 2007, the general requirements for the graduates of University non English writing ability "to complete the general writing task describing personal experiences, perceptions, feelings and events, etc., can be used to write common, within half an hour on a general topic or write the outline of not less than 120 words about the basic integrity of the content, the central idea is clear, with proper words, semantic coherence. Can master the basic writing skills. However, in recent years through the National University English four, six level of test in English writing performance can be seen, for these basic requirements, many students are unable to complete. And, for how to improve Non English Majors in High College English writing ability, English teachers many universities have a head loss. Because most of the domestic university and not have a special writing course for college students, many textbooks in terms of text knowledge is our main task of College English curriculum. Therefore, in this case, how to improve the English Writing ability of university students, how to for College English teachers to provide a new method of teaching English writing is faced by the researchers is an important research problem in.2008, Wen Qiufang proposed the output driven hypothesis, and puts forward the output driven hypothesis in practical English major application and validity of.2013 years, Wen Qiufang published "output driven hypothesis in College English teaching thoughts and suggestions: > a text, expounds the specific content of the output driving hypothesis, implementation of the" output driven hypothesis in College English Course And the implementation of the "output driven hypothesis" challenge. In recent years, many scholars take the output driven hypothesis used in the concrete teaching practice, to further verify the validity of the output driven hypothesis in College English teaching, including the teaching practice of College English writing. The study of university English writing teaching and the present situation, this paper put forward to the output Wen Qiufang's driving hypothesis as the theoretical guidance for the teaching of College English writing was further studied. The main purpose of this study is to change teachers' teaching ideas, change the previous college English teachers enter the light output of the teaching concept, clear tasks and goals for the writing teaching of College English teachers, improve the teachers of College English writing teaching to improve college students' English writing efficiency. The output ability, improve their English comprehensive skills, so that contemporary college students can To adapt to the increasingly fierce competition in the job demand. Based on the current research on College English Writing Teaching at home and abroad as the background, the output driven hypothesis proposed by Wen Qiufang theory as the guide to do further research on the teaching of College English writing. There are two main problems this paper attempts to explore, one is "the teaching mode" the output driven hypothesis "in classroom teaching of College English writing to improve the effectiveness of College English writing", two is "output driven teaching mode in which to promote the college students' English writing level. This paper basically uses theoretical analysis and experimental method, and combining with the investigation questionnaire, writing test and other research methods to study. The Zhuhai College of Jilin University two college English class as the research object, a class is the experimental class, accept the driving hypothesis under the guidance of the theory of teaching in the output 瀛︽ā寮忚繘琛岃嫳璇啓浣滄暀瀛，

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