【作者】 何瑛；

【导师】 武和平；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 本文报告了一项由82名甘肃政法大学非英语专业一年级大学生参加的实验研究,其目的在于检验范文模仿法通过模仿英语范文的话语宏观结构和词块对非英语专业大学生英语写作能力的影响。前期研究分歧的焦点在于范文模仿法的功效问题。行为主义、神经学以及结果法都肯定了模仿在语言学习中的积极作用。在实践中,不少研究者也都相信范文的积极作用。基于现存的分歧及相关研究的不足,本文提出以下两个问题:(1).范文模仿法是否比非范文模仿的写作教学法对中国非英语专业大学生的综合写作能力,以及写作精确度和流利度等方面的提高更有效?(2).范文模仿法是否对学生的写作态度及信心有积极的作用?为了回答以上两个问题,本文采取了非等值控制组实验设计,利用该大学一年级两个班——侦察学班(44人)和汉语言文学班(38人)分别作为实验组与控制组。作者设计了前测和后测来测量学生的写作能力,即英语写作的精确度和流利度。后测的独立样本t检验证明:后测中实验组的学生在关于写作能力的8项指数有明显的提高。因此,研究假设被接受,即实验组的学生在接受了范文模仿法训练后在写作能力上有明显的提高,尤其是在写作的流利度和精确度方面。另外,通过调查问卷也发现实验组的学生在对英语写作和范文模仿法态度积极。因此,第二个假设被证明。本项研究阐明了范文模仿这一争议性论点,并从新的视角看待了研究实验方法中的写作教学实践。更多还原

【Abstract】 This thesis reports an empirical study on the effects of model-imitation practice in the teaching of writing to 82 freshmen in non-English majors in their first semester at Gansu Political Science and Law Institute. The goal of the research was to examine the effect of model-imitation practice to non-English majors’writing ability by imitating lexical chunks and macro-structure.The arguments in the previous studies had focused on whether model-imitation was an effective way in teaching writing or not. The theories of behaviorism, neurology and product approach confirms the positive role of imitation in language learning. Practically, many people find advantages of using models in the teaching of writing.In view of the existing conflicts and the drawbacks of relative empirical studies, two research questions were addressed in the thesis:(1). Is model-imitation practice a more effective way than non- model-imitation practice in teaching overall ability as well as the accuracy, fluency and complexity of English writing of the non-English majors in Chinese university?(2).Is model-imitation practice positive to teaching writing in changing the students’attitudes and beliefs towards writing? In order to answer these two questions,, the study undertook a Pretest/Posttest nonequivalent groups design and used two classes from the university -- the Espionage Studies Class (44 subjects) and the Chinese Language and Literature Class (38 subjects) as respectively the experimental group (EG) and the control group (CG).The pretest and posttest were designed to measure the subjects’English writing performance, i.e., the accuracy, fluency and complexity of English writing.The independent samples t-test in the posttest revealed that the students in the experimental group have improved their writing significantly on 8 indexes of their writing ability in the posttest. Thus, the research hypothesis had been confirmed, i.e., the students in EG achieve a great improvement on the comprehensive English writing proficiency, especially on their writing fluency and accuracy, after taken model-imitation practice. In addition, the questionnaires also revealed that the students in the EG took a positive attitude towards the model-imitation practice so that the second hypothesis was confirmed. This study is supposed to clarify the controversial issue about the model-imitation problem and throw“new light”on the teaching writing practice in an empirical way of study.更多还原