本文選題：背誦 + 英語教學(xué)　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：中學(xué)英語教學(xué)旨在培養(yǎng)學(xué)生的聽、說、讀、寫四項(xiàng)基本技能,其中,寫作是最能體現(xiàn)學(xué)生的語言功底的,是衡量綜合語言運(yùn)用能力的重要標(biāo)準(zhǔn)。寫作是語言輸出和表達(dá)的過程,在表達(dá)的過程中,學(xué)生會把所學(xué)的詞匯知識、句法結(jié)構(gòu)以及語法知識等綜合運(yùn)用,促進(jìn)語言運(yùn)用能力的提高,提高其語言運(yùn)用的準(zhǔn)確性。但在實(shí)際教學(xué)中,寫作一直是教學(xué)的難點(diǎn),大部分學(xué)生苦于寫作,認(rèn)為寫作一直是英語學(xué)習(xí)中的薄弱環(huán)節(jié),主要表現(xiàn)在語言基本功不扎實(shí),存在詞匯量缺乏、語法知識薄弱和大量中式英語問題,歸根結(jié)底在于語言輸入嚴(yán)重不足。背誦一直被認(rèn)為是一種適合中國學(xué)習(xí)者的學(xué)習(xí)方法,為探究背誦對寫作的影響,許多國內(nèi)專家、學(xué)者也展開了一系列理論和實(shí)證研究,認(rèn)為背誦作為行之有效的教學(xué)方法應(yīng)該廣泛應(yīng)用在寫作教學(xué)中。但這些研究大都面向大學(xué)階段的英語寫作教學(xué),對高中英語寫作教學(xué)的涉及甚少,因此,本文將在前人的研究基礎(chǔ)上,探討背誦在高中英語寫作教學(xué)中的重要性。本研究綜合Krashen的輸入假說理論、Bialystok的語言學(xué)習(xí)模式和Swain的輸出假說理論,試圖將課文背誦與寫作教學(xué)相結(jié)合,目的是為探究背誦對高中英語寫作教學(xué)的作用。本研究以山東省濟(jì)鋼高中高一兩個平行班為研究對象,采用實(shí)驗(yàn)法、問卷調(diào)查法和訪談法的形式展開實(shí)驗(yàn)。實(shí)驗(yàn)開始前,對兩個班同時進(jìn)行了一次問卷調(diào)查以了解學(xué)生目前的寫作現(xiàn)狀;實(shí)驗(yàn)過程中,筆者為了解兩個班級學(xué)生的英語寫作水平,對兩個班級的學(xué)生同時進(jìn)行了一次寫作前測。在實(shí)驗(yàn)的最后一周,筆者對兩個班進(jìn)行了一次寫作后測,旨在驗(yàn)證兩個月的背誦訓(xùn)練對寫作能力提高的功效。實(shí)驗(yàn)期間對兩個班級的學(xué)生進(jìn)行了兩次詞匯測試,驗(yàn)證學(xué)生經(jīng)過一段時間的背誦后對詞匯的掌握程度。之所以在背誦的不同階段設(shè)計(jì)兩次詞匯測試,是為驗(yàn)證背誦對詞匯習(xí)得的功效是否會因?yàn)楸痴b時間的先后而影響其一致性;實(shí)驗(yàn)后對實(shí)驗(yàn)組學(xué)生進(jìn)行了第二次問卷調(diào)查和訪談,以了解學(xué)生經(jīng)過兩個月的背誦訓(xùn)練之后寫作能力提高的效果。實(shí)驗(yàn)結(jié)果表明,學(xué)生通過背誦鞏固了詞匯,擴(kuò)大了詞匯量,能夠在寫作中運(yùn)用多樣化的詞匯;學(xué)生使用語法的準(zhǔn)確性提高,能夠運(yùn)用更加高級的語法結(jié)構(gòu)和固定句型;中式英語輸出量減少,英語表達(dá)更加地道,語言更為流暢;寫作的整體水平有大幅度提高。這一研究結(jié)果肯定了背誦在英語寫作教學(xué)中的重要作用。最后本文指出了研究過程中的局限性,并為后續(xù)的研究提供了一些建議。
[Abstract]:The purpose of English teaching in middle school is to cultivate the four basic skills of listening, speaking, reading and writing. Among them, writing is the most effective way to realize the students' language skills, and it is also an important criterion to measure the comprehensive ability of language use. Writing is the process of language output and expression. In the process of expression, students will apply the vocabulary knowledge, syntactic structure and grammatical knowledge to promote the improvement of language use ability and improve the accuracy of language use. However, in practical teaching, writing has always been a difficult point in teaching. Most students suffer from writing and think that writing has always been a weak link in English learning, which is mainly reflected in the lack of basic language skills and the lack of vocabulary. Weak grammatical knowledge and a large number of Chinglish problems ultimately lie in the serious shortage of language input. Recitation has always been regarded as a learning method suitable for Chinese learners. In order to explore the influence of recitation on writing, many domestic experts and scholars have also carried out a series of theoretical and empirical studies. As an effective teaching method, recitation should be widely used in writing teaching. However, most of these studies are oriented to the teaching of English writing in the college stage, and there is little involved in the teaching of English writing in senior high schools. Therefore, this paper will explore the importance of recitation in the teaching of English writing in senior high schools on the basis of previous studies. This study combines Krashen's input hypothesis theory with Swain's output hypothesis theory and Bialystok's model of language learning. The purpose of this study is to explore the role of recitation in senior high school English writing teaching by combining text recitation with writing teaching. This study takes two parallel classes of senior high school in Jigang, Shandong Province as the research object, and carries out the experiment by means of experimental method, questionnaire survey and interview method. Before the beginning of the experiment, a questionnaire survey was conducted in the two classes to find out the present situation of the students' writing, and in the course of the experiment, the author tried to find out the students' English writing level in the two classes. Students in both classes were given a pre-writing test at the same time. In the last week of the experiment, the author conducted a post-writing test in two classes to verify the effectiveness of two-month recitation training on the improvement of writing ability. During the experiment, two vocabulary tests were conducted to verify the students' mastery of vocabulary after a period of recitation. The purpose of designing two vocabulary tests at different stages of recitation is to verify whether the efficacy of recitation on vocabulary acquisition will affect its consistency because of the sequence of recitation time. After the experiment, the students in the experimental group were investigated and interviewed for a second time. In order to understand the students after two months of recitation training after the improvement of writing skills. The experimental results show that the students can consolidate the vocabulary by reciting, enlarge the vocabulary and use a variety of vocabulary in writing, and improve the accuracy of using grammar, and can use more advanced grammatical structures and fixed sentence patterns. The output of Chinglish is reduced, the English language is more fluent, and the overall level of writing is greatly improved. The results confirm the important role of recitation in the teaching of English writing. Finally, this paper points out the limitations of the research process, and provides some suggestions for further research.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 戚焱;夏s，

本文編號：2078697