【作者】 李俊杰；

【导师】 霍红；

【作者基本信息】 吉林大学 ， 外国语言学及应用语言学， 2021， 硕士

【摘要】 写作是所有语言学习者都应该培养的一项重要技能。它是一种交流行为,也是向他人表达自身想法的一种手段。英语写作在高中英语教学中占据极为重要的地位,也是高中生在英语学习过程中必须掌握的技能之一。但在高中英语写作教学中,长期存在着学生写作内容空泛、语法错误多、教学效果不理想等问题。面对高中英语写作教学的现状,亟待寻找出解决方案,提升高中生英语写作水平,促进高中英语教学水平的提高。长久以来,国内外学者都致力于探究提升高中生英语写作能力的有效方法,提出了诸如“结果法”、“体裁法”、“任务型教学法”等写作教学方法。国内学界除积极借用上述国外主流方法外,也有着许多宝贵的尝试,但总体而言,上述的探索是在借鉴国外的写作教学方法与理论,而“读后续写”弥补了本土写作理论发展的空白,具有极大的创新意义。“读后续写”强调学习者先读后写,通过与阅读材料产生互动,产生可理解性输入,并发生协同,而后进行写作输出,以此强化协同效果,从而促进学习者写作水平的提升。就“读后续写”的实证研究而言,对“读后续写”对高中生英语写作影响的研究较少,而现有的少量研究也仅从词汇、语法、兴趣、复杂度等单方面进行探索,较少有涵盖多个方面的综合性、多方位的研究,因此本研究将就“读后续写”对高中生英语写作的影响进行多维研究,综合探究“读后续写”对于高中生英语写作的具体影响。本研究基于“读后续写”理论,通过定量分析与定性分析的方法进行实证研究,选择长春市某高中高二两个自然班级,总计100名高中生作为实验对象,实验组与对照组各50名高中生。在测试前发放调查问卷,调查高中生对英语写作的态度及兴趣,随后进行前测,了解学生们的英语写作水平。而后对实验组采用“读后续写”教学模式,对照组仍采用传统写作教学模式,实验持续时间为一学年。最后一个教学周对所有学生进行后测,发放后测调查问卷,调查在“读后续写”练习后,实验组及对照组英语写作能力及对英语写作兴趣的变化。最后收集测试成绩与调查问卷反馈结果等数据,从写作成绩、写作文本的复杂度、流畅度、准确度以及写作兴趣三个角度出发,探究“读后续写”对高中生英语写作的影响,同时也总结参与者对使用“读后续写”方法的反馈情况,总结“读后续写”对高中英语教学的影响。研究结果表明,首先“读后续写”对于高中生英语写作的兴趣有着较大的改善,学生写作自信心有着较大程度的提升。其次“读后续写”对于高中生英语写作成绩具有极大的促进作用,实验组与对照组后测成绩对比的p值(p=0.002<0.01)表明实验组的英语写作成绩提高幅度较大,同时实验组的前测与后测p值(p=0.00<0.01)也表明,实验组在续写练习后,前测成绩与后测成绩存在显著性差异,更加验证了“读后续写”的促进作用。此外,实验组的写作文本的词汇复杂度、准确度及流畅度方面有着较大的提高。实验组对照组后测复杂度、准确度及流畅度对比p值表明,实验组写作文本的复杂度、准确度及流畅度与对照组存在着显著性差异,同时实验前测后测写作文本的复杂度、准确度及流畅度对比的p值也更加证实了“读后续写”对于写作文本的词汇复杂度、准确度及流畅度方面具有更好的促进作用,但句法复杂度促进作用不明显。最后“读后续写”可以使高中生对英语写作的态度发生积极的转变,提高其写作的兴趣。本研究证明了“读后续写”对于高中生英语写作能力具有较好的促进作用,但不可否认的是,传统式写作教学模式对于高中生英语写作能力的提高也具有一定的促进作用。因此,应积极利用多种教学模式,取各家之长。同时加强对“多轮续写”等新型续写模式的研究,以进一步提高“读后续写”对高中生英语写作能力提升的促进作用。更多还原

【Abstract】 Writing is an important skill that all language learners should develop.It is an act of communication and a means of expressing oneself.There is no doubt that writing is a significant and important part of English teaching in senior high schools.However,there are problems such as vague content,large numbers of grammatical errors in senior high school students’ English compositions,and the English teaching effects are not satisfying.Facing the current situation,it is urgent to find a solution to improve the English writing of senior high school students and promote senior high schools’ English writing teaching.For a long time,scholars at home and abroad have been exploring effective ways to improve one’s English writing ability,have put forward such writing teaching methods as Product Approach,Genre-based Approach,and Task-based Approach,Domestic academic community has also made many valuable attempts,however,the exploration is only to learn from foreign writing teaching methods and theories,while Continuation Writing fills the blank in the development of domestic writing theories and has great innovative significance.Continuation Writing emphasizes that learners read first and then write,generating comprehensible input and alignment through interaction with the reading material,and then writing output by Interactive-Alignment Approach to improve learners’ writing.However,there are few studies on the effects of Continuation Writing on senior high school students’ English writing.The small number of existing studies have only explored a certain aspect of Continuation Writing’s influence on senior high school students’ English writing,such as vocabulary,grammar,complexity,interest,and so on.Therefore,this thesis will use quantitative and qualitative analysis methods to study the Continuation Writing’s influence on senior high school students’ English writing in a multidimensional way.The experiment is conducted on grade-two senior high school students in Changchun,50 students in the experimental group,and 50 students in the control group.A pre-questionnaire was distributed to find out the attitudes and interests of senior high school students towards English writing,and a pre-test followed to find out the students’ English writing level.Then the control group was taught through the conventional writing teaching method,while the experimental group adopts the approach of Continuation Writing,the experiment lasting for one school year.All students need take part in the post-test in the last teaching week to investigate the changes in their English writing level and interest in English writing after a school year of learning.Finally,this thesis analyzes the scores and questionnaire results to investigate the Continuation Writing’s influence on senior high school students’ English writing from three perspectives: complexity,fluency,accuracy and writing performance of their written texts,and interest in writing.This thesis also provides feedback on the use of Continuation Writing and summarizes the impact of Continuation Writing on senior high school English teaching.The results of the experiment show that firstly,Continuation Writing has a great improvement on high school students’ interest in English writing,and students’ self-confidence in writing greatly strengthened.Followed a great effect of Continuation Writing on the English writing scores of senior high school students.The post-test scores of the experimental group compared with the control group(p=0.002<0.01)indicates that the English writing scores of the experimental group have greatly improved.Besides,there is a significant difference between the pre-test and post-test scores of the experimental group after the Continuation Writing practice,which further proves the promotion effects of Continuation Writing.In addition,the experimental group has a significant improvement in the lexical complexity,accuracy and fluency(CAF)of the written texts,there are significant differences between the control group and the experimental group in terms of fluency,accuracy and lexical complexity of the written texts in post-test.And the p-values between the pre-test and post-test scores of the experimental group in terms CAF also confirms that Continuation Writing has a better effect on the fluency,accuracy and lexical complexity of the written texts,but its effect on syntactic complexity is not obvious.Finally,Continuation Writing can bring about a positive change in senior high school students’ attitude toward English writing and it can also increase their interest in writing.This thesis proves that Continuation Writing has a good effect on the English writing ability of senior high school students.However,there is no doubt that the conventional writing teaching approach has improved senior high school students’ English writing ability to a certain extent.Therefore,multiple teaching approach should be positively used to take advantage of the strengths from each other.At the same time,strengthening the study new model of Continuation such as Iterative Continuation,in order to further improve the role of Continuation Writing in promoting the English writing ability of senior high school students.更多还原