【摘要】：我國各高校都十分重視英語教學,但英語寫作卻常常被課堂教學所忽視,學生們更談寫作而色變,面臨這樣的窘?jīng)r,尋求新型高效的寫作教學模式已迫在眉睫。筆者在大學英語教學實踐中發(fā)現(xiàn)英語寫作的一些問題,主要如下:第一,為何學生缺乏英語寫作主動性?第二,學生英語寫作時使用什么寫作策略?第三,為何學生英語寫作水平普遍偏低?在有限的課堂教學中,攻克英語寫作難關(guān),幫助學生提高英語寫作水平是本研究的目的所在。本研究在認知圖式理論及輸入、輸出和互動理論的指導下提出了以讀促寫的英語教學模式,即通過精讀大學英語教材中的文章,輸入相關(guān)話題的語言知識及寫作策略并將其輸出于寫作中,其教學過程以小組為單位進行,學生為主體,教師主導協(xié)助。該模式具有“可理解性輸入-吸收整合-可理解性輸出-互動反饋-調(diào)整后輸出”五位一體的教學步驟�？衫斫庑暂斎�,是指根據(jù)單元主題提供相關(guān)的背景知識及語言知識,并引導學生討論拓展,為學生之后的輸出提供語言原料;吸收整合,是指在圖式理論的指導下精讀文本,分析其語言、結(jié)構(gòu)及思想內(nèi)容。這里圖式包括語言圖式,形式圖式和內(nèi)容圖式;可理解性輸出,是指通過小組討論,確定各組寫作主題、結(jié)構(gòu)及內(nèi)容,分配任務進行合作寫作,使學生通過輸出熟練所學知識;互動反饋,是指在教師的協(xié)助下,從語言、形式和內(nèi)容三個方面進行小組互評,使學生更深刻的理解英語寫作過程,通過評價他人反評自己;調(diào)整后輸出,是指各小組吸收互評意見之后及時修改文章,達到鞏固強化的目的。“以讀促寫”教學模式對來自溫州商學院2015級計算機專業(yè)的38名學生進行為期兩個月的教學實驗。筆者采用寫作測試和調(diào)查問卷等研究方法研究該模式的教學效果,并應用SPSS20.0對實驗數(shù)據(jù)進行分析,結(jié)果顯示如下:(1)學生的寫作動機逐步以興趣為導向;(2)學生掌握了一定的英語寫作策略;(3)學生整體的英語寫作水平得到提高。上述發(fā)現(xiàn)表明了 “以讀促寫”教學模式對提高大學生的英語寫作能力、學習策略及動機方面有顯著效果,對大學英語教學具有一定的借鑒和指導意義。但由于該研究項目的范圍有限,實驗時間較短以及受限的樣本數(shù)量和質(zhì)量,對所得結(jié)論會產(chǎn)生一定影響,對此,筆者在今后的研究中將盡量克服這些問題進一步探討。
[Abstract]:Colleges and universities in China attach great importance to English teaching, but English writing is often ignored by classroom teaching. In the practice of college English teaching, the author finds some problems in English writing, mainly as follows: first, why do students lack English writing initiative? Second, what writing strategies are used by students in English writing? Third, why are students' English writing level generally on the low side? In the limited classroom teaching, the purpose of this study is to overcome the difficulties of English writing and to help students improve their English writing level. Under the guidance of cognitive schema theory, input, output and interaction theory, the present study proposes a reading-oriented English teaching model, that is, through intensive reading of articles in college English textbooks. Input language knowledge and writing strategies of related topics and output them to writing. The teaching process is conducted in groups with students as the main body and teachers as the main help. The model has five teaching steps of "comprehensible input-absorption integration-comprehensible output-interactive feedback-adjusted output". Comprehensible input refers to providing relevant background knowledge and language knowledge according to unit themes, and guiding students to discuss and expand to provide language raw materials for students' subsequent output. Absorption and integration refers to intensive reading of text under the guidance of schema theory. Analysis of its language, structure and ideological content. The schemata include language schemata, formal schemata and content schemata, comprehensible output, refers to the group discussion, determine the theme, structure and content of each group of writing, assign tasks for cooperative writing, so that students through the export of skilled knowledge; Interactive feedback means that, with the help of teachers, they can conduct group reviews from three aspects: language, form and content, so that students can understand the process of English writing more deeply and evaluate themselves by evaluating others. It refers to the timely revision of the articles after each group absorbs each other's comments to achieve the purpose of consolidating and strengthening. A two-month teaching experiment was conducted on 38 students majoring in computer science from Wenzhou Business School in 2015. The author uses writing test and questionnaire to study the teaching effect of this model, and applies SPSS20.0 to analyze the experimental data. The results are as follows: (1) students' writing motivation is gradually interest oriented; (2) students master certain English writing strategies; (3) students' overall English writing proficiency is improved. The above findings show that the teaching mode of "reading and writing" has remarkable effects on improving college students' English writing ability, learning strategies and motivation, and has certain reference and guiding significance for college English teaching. However, due to the limited scope of the research project, short experimental time and limited sample quantity and quality, the conclusions will be affected to some extent. Therefore, the author will try to overcome these problems in the future research.
【學位授予單位】：溫州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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