信息結構視角下初中英語“過程性寫作教學模式”實驗研究
發(fā)布時間：2019-01-30 20:17
【摘要】：語言教育是我國民族教育的重要內容之一,近年來隨著全國英語教育的普及,少數(shù)民族地區(qū)的英語教育也得到了較快的發(fā)展。但與漢族學生不同,英語對于少數(shù)民族學生來說是雙語教育政策下的第三種語言,所以如何在此種情況下使其更好地學習英語,提高其英語水平,值得我們探索。整體學習觀認為英語學習的基礎是語言知識的獲得,如詞匯、句法及語言規(guī)則,其終極目標是語言合理及恰當?shù)倪\用。作為英語的四項技能之一,寫作能力是英語學習者語言綜合運用能力的核心表征,它不僅與學習者的語言知識、能力有關,更是學習者語言意識、人文素養(yǎng)的重要體現(xiàn),因此如何使少數(shù)民族學生寫好英語作文已然成為當前英語教師亟待解決的問題。本研究以信息結構為研究視角,以新疆石河子市某中學的“內初班”和平行班學生為被試(“內初班”為實驗班,平行班為控制班),運用“過程性寫作教學模式”對被試英語寫作語篇信息結構和信息點進行研究。本研究的研究問題包括:1.實驗前,實驗班和控制班的英語寫作語篇呈現(xiàn)出什么樣的語篇信息特點?2.實驗前,實驗班和控制班的英語寫作語篇在信息結構和信息點方面是否存在差異?若存在,是怎樣的?3.實驗后,“過程性寫作教學模式”是否對實驗班英語寫作語篇的信息結構和信息點產生了積極影響?通過研究發(fā)現(xiàn):1.實驗前,被試英語寫作在語篇信息結構方面所呈現(xiàn)的主要特點是語篇信息結構層次較少,結構擴展性不強;被試語篇信息點數(shù)量較少,且分布不均衡;2.實驗前,實驗班與控制班在語篇信息結構和信息點方面均未呈現(xiàn)顯著差異;3.通過組間和組內的對比分析發(fā)現(xiàn),“過程性寫作教學模式”對被試的語篇信息結構和信息點均產生了積極影響。本研究對新疆少數(shù)民族地區(qū)英語寫作教學具有以下三點啟示:1.在寫作教學的認識上,教師需要改變傳統(tǒng)教學中對寫作教學的“結果性”認知,從理論上明確和認同寫作教學的“過程性”;2.在寫作教學的過程中,教師應始終堅持寫作教學的過程性、資源性和啟發(fā)性原則,指導學生學會如何根據(jù)核心信息進行語篇的構建;3.在學生寫作成果的評價上,教師應采用多種評價方式,使學生在互動與合作中提高英語寫作興趣,以此提高其英語寫作水平。
[Abstract]:Language education is one of the important contents of ethnic education in China. With the popularization of English education in recent years, English education in minority areas has also developed rapidly. But different from the Han students, English is the third language under the bilingual education policy for minority students, so it is worth exploring how to make them learn English better and improve their English level in this situation. The overall learning view holds that the basis of English learning is the acquisition of language knowledge, such as vocabulary, syntax and language rules, the ultimate goal of which is the rational and appropriate use of language. As one of the four English skills, writing ability is the core representation of English learners' comprehensive language use ability. It is not only related to learners' language knowledge and ability, but also an important embodiment of learners' language awareness and humanistic literacy. Therefore, how to make minority students write English compositions well has become an urgent problem for English teachers. This study takes the information structure as the research angle, taking the students of the "inner elementary class" and the parallel class of a middle school in Shihezi, Xinjiang as subjects ("inside class" as the experimental class, and the parallel class as the control class). This paper studies the information structure and information points of English writing by using the process writing teaching model. The research questions include: 1. Before the experiment, what kind of text information characteristics does the experimental class and the control class present in English writing? 2. Before the experiment, are there any differences in information structure and information points between the experimental class and the control class? If there is, what is it? 3. After the experiment, does the "process Writing Teaching Model" have a positive impact on the information structure and information points of the English writing discourse in the experimental class? The results are as follows: 1. Before the experiment, the main features of English writing in discourse information structure are that the level of discourse information structure is less, the structure is not extensible, the number of text information points is less, and the distribution is not balanced; 2. Before the experiment, there was no significant difference between the experimental class and the control class in terms of text information structure and information points; 3. Through the comparative analysis between groups and within groups, it is found that the "process writing teaching model" has a positive effect on the text information structure and information points of the subjects. This study has the following three enlightenments to the teaching of English writing in the minority areas of Xinjiang: 1. On the understanding of writing teaching, teachers need to change the "resultant" cognition of writing teaching in traditional teaching, and define and identify with the "process" of writing teaching theoretically; 2. In the process of writing teaching, teachers should always adhere to the principles of process, resource and inspiration in writing teaching, and guide students to learn how to construct the text according to the core information. 3. In the evaluation of students' writing achievements, teachers should adopt a variety of evaluation methods so as to enhance students' interest in English writing in the process of interaction and cooperation so as to improve their English writing proficiency.
【學位授予單位】：石河子大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
[Abstract]:Language education is one of the important contents of ethnic education in China. With the popularization of English education in recent years, English education in minority areas has also developed rapidly. But different from the Han students, English is the third language under the bilingual education policy for minority students, so it is worth exploring how to make them learn English better and improve their English level in this situation. The overall learning view holds that the basis of English learning is the acquisition of language knowledge, such as vocabulary, syntax and language rules, the ultimate goal of which is the rational and appropriate use of language. As one of the four English skills, writing ability is the core representation of English learners' comprehensive language use ability. It is not only related to learners' language knowledge and ability, but also an important embodiment of learners' language awareness and humanistic literacy. Therefore, how to make minority students write English compositions well has become an urgent problem for English teachers. This study takes the information structure as the research angle, taking the students of the "inner elementary class" and the parallel class of a middle school in Shihezi, Xinjiang as subjects ("inside class" as the experimental class, and the parallel class as the control class). This paper studies the information structure and information points of English writing by using the process writing teaching model. The research questions include: 1. Before the experiment, what kind of text information characteristics does the experimental class and the control class present in English writing? 2. Before the experiment, are there any differences in information structure and information points between the experimental class and the control class? If there is, what is it? 3. After the experiment, does the "process Writing Teaching Model" have a positive impact on the information structure and information points of the English writing discourse in the experimental class? The results are as follows: 1. Before the experiment, the main features of English writing in discourse information structure are that the level of discourse information structure is less, the structure is not extensible, the number of text information points is less, and the distribution is not balanced; 2. Before the experiment, there was no significant difference between the experimental class and the control class in terms of text information structure and information points; 3. Through the comparative analysis between groups and within groups, it is found that the "process writing teaching model" has a positive effect on the text information structure and information points of the subjects. This study has the following three enlightenments to the teaching of English writing in the minority areas of Xinjiang: 1. On the understanding of writing teaching, teachers need to change the "resultant" cognition of writing teaching in traditional teaching, and define and identify with the "process" of writing teaching theoretically; 2. In the process of writing teaching, teachers should always adhere to the principles of process, resource and inspiration in writing teaching, and guide students to learn how to construct the text according to the core information. 3. In the evaluation of students' writing achievements, teachers should adopt a variety of evaluation methods so as to enhance students' interest in English writing in the process of interaction and cooperation so as to improve their English writing proficiency.
【學位授予單位】：石河子大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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