【摘要】：本研究旨在探索一種對中國高中生更有效的英語寫作教學(xué)方法。筆者根據(jù)對比分析及語言遷移理論,提出利用對比分析教學(xué)法,重點(diǎn)以比較英漢句型指導(dǎo)高中英語寫作教學(xué),來探索以英漢對比為基礎(chǔ)的英語寫作教學(xué)在提高學(xué)生的寫作能力、寫作成績的有效性。英語寫作是高中英語教學(xué)的重要組成部分。然而,高中英語寫作卻一直是高中英語教學(xué)的薄弱環(huán)節(jié)。針對寫作教學(xué)與學(xué)習(xí)的重要性以及現(xiàn)狀,本研究將對比分析教學(xué)法應(yīng)用到高中英語寫作教學(xué)中。本文主要探索以下問題:第一,對比分析是否對高中學(xué)生英語寫作有積極影響?第二,對比分析教學(xué)法是否比傳統(tǒng)教學(xué)法更有效提高學(xué)生的英語寫作成績?本研究在遼寧省錦州市第一高級中學(xué)進(jìn)行,采取高一年級兩個班的65名學(xué)生作為研究對象,一班為實(shí)驗班(32人),二班為控制班(33人)。從2016年9月1日開始,到12月28日結(jié)束,為期4個月。實(shí)驗中,對實(shí)驗班進(jìn)行基于對比分析理論的寫作教學(xué),用傳統(tǒng)方法對控制班進(jìn)行寫作教學(xué)。本研究使用的研究工具有調(diào)查問卷、測試和訪談。所收集的數(shù)據(jù)由SPSS 17.0進(jìn)行統(tǒng)計分析。實(shí)驗前,兩個班級進(jìn)行了前測試,數(shù)據(jù)結(jié)果表明兩個班級的同學(xué)的成績沒有顯著性差異。隨后進(jìn)行了為期4個月的實(shí)驗教學(xué)。實(shí)驗后,通過對后測試和訪談的分析,發(fā)現(xiàn)實(shí)驗班和控制班在實(shí)驗后成績有了顯著性的差距。在寫作成績上,實(shí)驗班的學(xué)生優(yōu)于控制班的學(xué)生,進(jìn)而證明了基于對比分析理論的寫作教學(xué)的有效性。通過定量和定性的分析,實(shí)驗表明基于對比分析理論的寫作教學(xué)能夠在學(xué)生寫作能力上起到積極作用,并且能夠顯著提高學(xué)生的寫作成績。因此,以對比分析理論為基礎(chǔ)的寫作教學(xué)是可行的。希望本研究得到的結(jié)論能夠?qū)W(xué)生的學(xué)習(xí)、教師的教學(xué)以及以后的研究有所啟示。最后,作者總結(jié)了本研究的啟示及不足之處,并對以后的研究提出了建議。
[Abstract]:The purpose of this study is to explore a more effective English writing teaching method for Chinese senior high school students. Based on the contrastive analysis and the theory of language transfer, the author puts forward the method of contrastive analysis to guide senior high school English writing teaching with the emphasis on comparative English and Chinese sentence patterns, so as to explore how English writing teaching based on English and Chinese contrast can improve students' writing ability. The validity of writing scores. English writing is an important part of high school English teaching. However, high school English writing has always been a weak link in high school English teaching. In view of the importance and present situation of writing teaching and learning, this study applies the contrastive analysis method to English writing teaching in senior high school. This paper mainly explores the following questions: first, does the comparative analysis have a positive impact on senior high school students' English writing? Second, is the contrastive analysis method more effective than the traditional method in improving students' English writing scores? This study was carried out in the No. 1 Senior Middle School of Jinzhou City, Liaoning Province. 65 students from two classes of Grade one were selected as the research objects. The first class was the experimental class (32 students) and the second class was the control class (33 students). Starting on September 1, 2016, and ending on December 28, 2016, for a period of four months. In the experiment, the experimental class is taught based on the theory of comparative analysis, and the control class is taught by the traditional method. The research tools used in this study include questionnaires, tests and interviews. The collected data were statistically analyzed by SPSS 17.0. The results show that there is no significant difference between the two classes. Then the experimental teaching was conducted for 4 months. After the experiment, through the analysis of post-test and interview, it is found that there is a significant difference between the experimental class and the control class after the experiment. In terms of writing scores, the students in the experimental class are superior to the students in the control class, which proves the effectiveness of the writing teaching based on the comparative analysis theory. Through quantitative and qualitative analysis, the experiment shows that writing teaching based on contrastive analysis theory can play a positive role in students' writing ability, and can significantly improve students' writing performance. Therefore, writing teaching based on contrastive analysis theory is feasible. It is hoped that the conclusions of this study can enlighten students, teachers' teaching and future research. Finally, the author summarizes the enlightenment and deficiency of this study, and puts forward some suggestions for future research.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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