【作者】 王丽娜；

【导师】 曹军；

【作者基本信息】 山东师范大学 ， 学科教学， 2011， 硕士

【摘要】 写作,作为英语语言输出技能中的重要一环,一直是教师和学者们关注的话题。新课改中关于写作目标的颁布,对学生的写作提出了更高的要求,也使得越来越多的教师开始反思自身写作教学的过程。写作作为一种自我表达的交流方式,是学生在吸收输入信息的基础上进行再创造,即输出信息的过程,其最终目的在于有效地传递信息。然而,在我国中学英语教学中,写作教学长期处于不够重视的地位,并没有达到再创造后有效传递信息的成效。从《普通高中英语课程标准》要求和高考书面表达的评分标准可以看出,学生不仅应具备正确使用词汇、句型及语法规则的语言能力,而且要具备根据不同体裁、不同语境选择合适语言组织文章的能力。然而,目前高中生的写作现状与这种要求还有一定的距离。而且,统计国内外二语写作实证研究,研究对象都偏重于大学层次的学习者,而对于二语学习至关重要的高中阶段学生的写作教学研究还不够丰富。英语写作一直是我国高中英语教学的薄弱环节。教师对培养学生的写作能力未给予应有的重视,导致学生的写作过程存在一系列的问题:将写作视为单纯的学生写的过程,忽略与同学、师生之间的情感交流及思维合作,最终失去了写作的兴趣;对文章的修改也仅限在语法、词汇层面上,忽视了文章的思想性和整体性等等。因此,研究在高中阶段如何加强写作训练是非常有必要的。由于不同的学者对于英语写作教学模式有各自的偏爱,高中阶段英语写作教学应采取何种模式是一个值得探讨的问题。传统的“结果教学法”仍是高中阶段英语教师广泛使用的写作教学模式,对提高学生的英语写作成绩有积极的作用。而Badger & White(2000)提出的“过程体裁法”这一综合性的写作教学模式表明写作应包括语言知识、语境知识、写作目的和写作技巧等要素。写作目的、语言知识和语境知识都可以为写作者提供足够多的输入,可以使写作者有话可说,调动写作者的写作潜力;写作技巧的训练可以使写作者知道怎么说。因此,本文将过程体裁教学法应用到高中英语写作课堂中,目的在于验证这种新型的教学方法是否具有自身独特的魅力---激发学生的写作兴趣,提高学生的写作能力。论文将湖北省某高中高二年级的两个班作为研究对象,采用问卷调查的方式了解目前高中英语写作存在的主要问题;然后将过程体裁法引入高中英语课堂进行教学实验研究,对实验班进行过程体裁法教学,对照班进行传统的结果法教学;最后,采用SPSS13.0数据统计软件对两个班学生的英语作文成绩进行数据分析。研究结果表明过程体裁教学法充分发挥了结果教学法、过程教学法及体裁教学法的优点,激发了学生写作的主动性和创造性;同时范文的阅读使得学生了解了标准的英语书面表达方法,保证了文章的语言质量。过程体裁教学法在高中英语写作教学中的应用研究也带给我们深刻的启示:积极探索并尝试新的写作教学方法以有效地提高学生的英语写作水平是每个高中英语教师的责任和义务。论文共分为六个部分。论文的前言部分主要介绍了该论文的写作背景与写作意义,在指明新课改的要求的情况下,结合问卷调查的数据说明目前高中英语写作存在的主要问题,并指出了写作教学改革的必要性;第二部分则对过程体裁教学法的提出、定义、国内外研究现状以及实施模式都做了详细的论述,并分析了传统写作教学法的基本概念及实施模式;第三部分为论文的理论基础部分;第四部分将过程体裁法引入高中英语课堂进行教学实验研究;第五部分为研究结果和启示,实验证实过程体裁教学法比结果教学法对促进学生写作能力有更为积极的作用;最后是论文的总结部分。更多还原

【Abstract】 Writing, as one of the most important skills in English teaching and learning, has always been a focus of attention among teachers and scholars. The writing objectives in the newly promulgated Senior High School English Curriculum Criterion put a higher demand on students’writing ability, thus, more and more teachers begin to rethink their teaching procedures.Writing, as a means of self-expression, is the students’information output process after the adoption of sufficient input information. The final goal of writing lies in transmitting message effectively. However, in high school English teaching in China, the teaching of writing has been paid insufficient attention to for a long time. It has not achieved the result of effectively transmitting message. Considering the requests of Senior High school English Curriculum Criterion and the assessment standards of the writing part in college entrance examination, we can see that the examinees should not only show correct use of vocabulary, sentence pattern and grammar, they must also have the ability to choose appropriate language according to different literature styles and different linguistic environments. However, the student’s present writing level falls behind this kind of request. The domestic and foreign empirical studies on English writing focus mostly on university level students, studies of the writing teaching in senior high schools are extremely insufficient.English writing has always been the weak point in our country’s high school English teaching. The teachers do not pay proper attention to students’English writing ability, which leads to a series of problems in students’writing process, the most serious of which is that writing is regarded as a pure process of expressing oneself, without emotional exchange and cooperation with other schoolmates and teachers, thus resulting in the students losing their writing interests. Another problem is that the article revision is limited to grammar correcting and vocabulary choosing, neglecting the ideological nature and integrity of the article. Considering the above mentioned problems existing in the present writing teaching, a study of the writing teaching in senior high school is very necessary and of great practical significance.Since different scholars put emphasis on different teaching approaches as far as English writing is concerned, which approach bears the best teaching result for senior high school English learners is a question worth discussing. The traditional Product-oriented approach showing the function of efficiently improving students’English writing grades, is preferred by many teachers in high school English writing teaching. The Process-genre approach which is proposed by Badger & White (2000) shows that writing should contain such aspects as language knowledge, situational knowledge, writing aim, writing skills and so on. The writing aim, language knowledge, and situational knowledge provide the students with sufficient knowledge input, thus, helping the students obtain enough words and expressions to use in English writing as well as motivating students’writing potential. The training of writing skills enables the students to express themselves.To answer the above question, the thesis introduces the Process-genre approach to English writing teaching, with the aim to verify the effectiveness and feasibility of applying this new teaching approach, checking whether it can inspire students’writing interests, and finally to promote their writing ability more effectively than the traditional product-oriented approach. We took the senior high school students in Hubei Province as the subjects of the study. Based on the questionnaire survey data, the analysis of which showing there exist many problems in the current senior high school students’English writing. The Process-genre approach is introduced and applied to senior high school English writing class, with the experimental class using the Process-genre approach, and the controlled class using the Product-oriented approach. The SPSS13.0 data analysis software is used to analyze the English writing grades of these two classes. The findings indicate that the Process-genre approach has fully combined and displayed advantages of the Product-oriented approach, the Process approach and the Genre-based approach. It stimulates student’s writing initiative and creativity. Moreover, the model article reading in the process of writing teaches the students the appropriate language use, which helps to guarantee the quality of their writing. The study on the application of the Process-genre approach in high school English writing teaching also brings us profound enlightenment: to explore and to try new writing teaching approaches to raise students’English writing level is the responsibility and duty of each high school English teacher.The thesis contains six parts. The introduction is about the background and significance of the research. Its also shows the main problems of current senior high school students’writing considering the demanding of Senior High School English Curriculum Criterion, the assessment standards of the writing part in college entrance examination as well as the data analysis result from the questionnaire, pointing out the necessity of reforming the traditional writing teaching model. In the second part, based on the analysis of the advantages and disadvantages of the traditional English writing approaches, the thesis introduces the definition, the research status and the experimental model of the Process-genre approach. The third part of the thesis focuses on theoretical foundation of the present study. The fourth part deals with the application of the Process-genre approach in senior high school English writing. The fifth part is the findings which indicate that the Process-genre approach can promote students’writing ability more effectively than the traditional product-oriented approach. The last part is the conclusion.更多还原