基于語篇分析理論的高中英語寫作教學研究
發(fā)布時間：2018-11-13 09:30
【摘要】：英語書面表達能力直接反映了學生的語篇能力,在2013年國家教育部頒布的《高中英語新課程標準》中對英語寫作提出了更高的要求,語篇能力作為考察點越來越重要,這對教師的英語寫作教學也提出了更高的要求,要求教師不斷學習吸收先進的教學理念和教學方法提高學生的英語寫作能力。然而,現(xiàn)階段的高中英語寫作教學仍然采用的是傳統(tǒng)教法,重視語法規(guī)則,忽視寫作能力,重視寫作結果,忽視寫作過程,從而導致學生即使熟練掌握了詞匯語法,在寫作中仍難以有效地表達自己的思想,究其原因學生缺乏對語篇分析相關知識的了解�；诖�,教師在英語寫作教學中可進行語篇分析教學,注重培養(yǎng)學生的思維構建過程,重視學生的謀篇能力。對此,筆者進行了基于語篇分析理論的高中英語寫作教學研究,通過開展具體的教學實驗,探析語篇分析教學對高中學生英語寫作表達能力的積極影響,旨在探求適合英語寫作教學的教學策略。首先,本研究采用測試調查法,以新課程標準中對英語寫作的要求為研究背景,在此基礎上對陜西省某市某中學高二兩個班的學生進行了寫作測試,旨在了解學生英語寫作中的常見困難。通過分析結果,筆者發(fā)現(xiàn)學生寫作中語篇錯誤明顯多于語言知識錯誤,這說明學生在寫作中語篇意識淡薄,對語篇分析的方法掌握不到位。因此,筆者對語篇分析理論進行了概括介紹,主要的理論有:銜接手段、主述位結構、體裁分析以及語篇組織模式這幾個方面。其次,為了進一步了解新課標下高中英語寫作教學的現(xiàn)狀,筆者采用問卷調查法,從教師和學生兩方面出發(fā),對進行了寫作測試的兩個班級的學生以及任課英語教師進行了問卷調查。通過調查和分析發(fā)現(xiàn),不僅僅是語言知識的錯誤,學生的寫作中還普遍存在著層次不清、語義不完整等語篇問題,究其原因是教師不重視英語寫作、寫作教學方法使用不當以及英漢思維模式存在差異�；诖�,筆者依據(jù)新課程標準對高中學生英語寫作的要求以及英語寫作教學現(xiàn)狀,提出了將語篇分析理論應用于英語寫作教學,能提高學生英語寫作成績,幫助培養(yǎng)學生英語寫作能力這一假設。為了驗證這一假設,筆者對陜西省某市某中學高二年級的兩個理科平行班進行了一學期的教學實驗。實驗采用實驗法和對比法,在開學兩周后對兩班學生進行統(tǒng)一的寫作測試,測試成績和作品為對照樣本,以此作為前測成績。實驗前和實驗過程中均由同一教師授課,實驗前教師采用傳統(tǒng)教法,實驗中講授語篇分析中的銜接手段、主述位推進模式、體裁分析方法以及語篇組織模式等相關知識。實驗后通過分析數(shù)據(jù)得出結論:語篇分析教學能提高學生英語寫作成績,幫助培養(yǎng)學生英語寫作能力。最后,為改善當前高中英語寫作教學現(xiàn)狀,筆者有針對性地提出以下英語寫作教學策略:采用語篇分析教學,以讀促寫,經典文本教學的方法幫助學生培養(yǎng)英語思維模式,從而提高高中學生的英語寫作能力。
[Abstract]:The written expression ability of English directly reflects the ability of the students, and in the New Curriculum Standard of Senior High School issued by the Ministry of Education in 2013, the higher requirements for English writing are put forward, and the ability of the language is more and more important as an investigation point. This also puts forward higher requirements for teachers' English writing teaching, and requires the teachers to study and absorb advanced teaching ideas and teaching methods to improve the English writing ability of the students. However, the present high school English writing teaching still adopts the traditional teaching method, pays attention to the grammar rules, ignores the writing ability, pays attention to the writing result, and ignores the writing process, so that the students can not effectively express their thoughts in the writing even if the vocabulary grammar is mastered by the students, The reason is that the students lack the understanding of the relevant knowledge of the analysis of the Analects. On the basis of this, the teacher can carry on the discourse analysis teaching in the English writing teaching, pay attention to the cultivation of the students' thinking construction process, and attach importance to the student's working ability. In this regard, the author has carried out the study of the English writing teaching in senior middle school based on the theory of discourse analysis, and through the specific teaching experiment, the paper analyzes the positive influence of the analysis teaching on the English writing ability of the high school students, and aims at exploring the teaching strategies suitable for the teaching of English writing. First, this research adopts the test investigation method to study the English writing requirement in the new curriculum standard. On the basis of this, the writing test is carried out on the students of two classes in a middle school in a city in Shaanxi Province, aiming at understanding the common difficulties in the English writing of the students. Through the analysis of the results, the author has found that the mistakes in the writing of the students are obviously more than that of the language knowledge, which means that the students are very thin in the writing, and the methods of the analysis of the words are not in place. Therefore, the author gives an overview of the theory of discourse analysis, and the main theories include: the means of cohesion, the structure of the main statement, the analysis of the genre, and the mode of the organization of the language. Secondly, in order to further understand the present situation of the English writing teaching in high school under the new curriculum standard, the author conducted a questionnaire survey on the students of two classes and the English teachers who conducted the writing test from the aspects of the teachers and the students by using the questionnaire method. Through the investigation and analysis, it is not only the error of language knowledge, but also in the writing of the students, there are some problems such as the lack of the level and the incomplete semantic. The reason is that the teachers do not pay attention to the English writing, the improper use of the writing teaching methods, and the differences in the English and Chinese thinking patterns. Based on this, on the basis of the requirement of the new curriculum standard to the high school students' English writing and the current situation of the English writing teaching, the author puts forward the application of the discourse analysis theory to the English writing teaching, which can improve the students' English writing performance and help to train the students' writing ability. In order to verify this hypothesis, the author conducted a semester of teaching experiment to two science parallel classes in a high school in a middle school in a city in Shaanxi Province. The experiment uses the experimental method and the contrast method, and after the first two weeks of the school, the students of the two classes have the unified writing test, the test results and the work as the control samples, as a result of the previous test. in that course of the experiment and in the course of the experiment, the same teacher is taught, the pre-experiment teacher adopt the traditional teaching method, the teaching in the experiment teach the connection means in the discourse analysis, the main stated bit advance mode, the genre analysis method and the discourse organization pattern and other relevant knowledge. After the experiment, through the analysis of the data, it is concluded that the discourse analysis teaching can improve the students' English writing performance and help to train the students' English writing ability. In the end, in order to improve the current teaching situation of English writing in high school, the author has pointed out the following teaching strategies of English writing: the use of the discourse analysis teaching, the method of reading and writing, and the classical text teaching to help the students to develop the English thinking mode. so as to improve the English writing ability of the high school students.
【學位授予單位】：陜西理工大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
本文編號：2328695
[Abstract]:The written expression ability of English directly reflects the ability of the students, and in the New Curriculum Standard of Senior High School issued by the Ministry of Education in 2013, the higher requirements for English writing are put forward, and the ability of the language is more and more important as an investigation point. This also puts forward higher requirements for teachers' English writing teaching, and requires the teachers to study and absorb advanced teaching ideas and teaching methods to improve the English writing ability of the students. However, the present high school English writing teaching still adopts the traditional teaching method, pays attention to the grammar rules, ignores the writing ability, pays attention to the writing result, and ignores the writing process, so that the students can not effectively express their thoughts in the writing even if the vocabulary grammar is mastered by the students, The reason is that the students lack the understanding of the relevant knowledge of the analysis of the Analects. On the basis of this, the teacher can carry on the discourse analysis teaching in the English writing teaching, pay attention to the cultivation of the students' thinking construction process, and attach importance to the student's working ability. In this regard, the author has carried out the study of the English writing teaching in senior middle school based on the theory of discourse analysis, and through the specific teaching experiment, the paper analyzes the positive influence of the analysis teaching on the English writing ability of the high school students, and aims at exploring the teaching strategies suitable for the teaching of English writing. First, this research adopts the test investigation method to study the English writing requirement in the new curriculum standard. On the basis of this, the writing test is carried out on the students of two classes in a middle school in a city in Shaanxi Province, aiming at understanding the common difficulties in the English writing of the students. Through the analysis of the results, the author has found that the mistakes in the writing of the students are obviously more than that of the language knowledge, which means that the students are very thin in the writing, and the methods of the analysis of the words are not in place. Therefore, the author gives an overview of the theory of discourse analysis, and the main theories include: the means of cohesion, the structure of the main statement, the analysis of the genre, and the mode of the organization of the language. Secondly, in order to further understand the present situation of the English writing teaching in high school under the new curriculum standard, the author conducted a questionnaire survey on the students of two classes and the English teachers who conducted the writing test from the aspects of the teachers and the students by using the questionnaire method. Through the investigation and analysis, it is not only the error of language knowledge, but also in the writing of the students, there are some problems such as the lack of the level and the incomplete semantic. The reason is that the teachers do not pay attention to the English writing, the improper use of the writing teaching methods, and the differences in the English and Chinese thinking patterns. Based on this, on the basis of the requirement of the new curriculum standard to the high school students' English writing and the current situation of the English writing teaching, the author puts forward the application of the discourse analysis theory to the English writing teaching, which can improve the students' English writing performance and help to train the students' writing ability. In order to verify this hypothesis, the author conducted a semester of teaching experiment to two science parallel classes in a high school in a middle school in a city in Shaanxi Province. The experiment uses the experimental method and the contrast method, and after the first two weeks of the school, the students of the two classes have the unified writing test, the test results and the work as the control samples, as a result of the previous test. in that course of the experiment and in the course of the experiment, the same teacher is taught, the pre-experiment teacher adopt the traditional teaching method, the teaching in the experiment teach the connection means in the discourse analysis, the main stated bit advance mode, the genre analysis method and the discourse organization pattern and other relevant knowledge. After the experiment, through the analysis of the data, it is concluded that the discourse analysis teaching can improve the students' English writing performance and help to train the students' English writing ability. In the end, in order to improve the current teaching situation of English writing in high school, the author has pointed out the following teaching strategies of English writing: the use of the discourse analysis teaching, the method of reading and writing, and the classical text teaching to help the students to develop the English thinking mode. so as to improve the English writing ability of the high school students.
【學位授予單位】：陜西理工大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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