【作者】 李艳玲；

【导师】 权晓辉；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2013， 硕士

【摘要】 写作教学作为英语教学中的一个重要环节，其地位和作用不容忽视，可以说它影响着英语教学中的听、说、读等各个环节，并对英语学习者写作水平的提高发挥着重要作用。随着社会的发展，信息技术的广泛应用，传统的英语写作教学方法已不能很好的满足当今学生写作的实际需求，其在教学中的作用已略显不足。同时《大学英语课程教学要求》（2007）作出新规定：要求教学要充分利用现代信息技术，采用基于计算机和课堂的英语教学模式，充分发挥网络在教学中的优势，以实现大学英语教学的网络化、自主化和个性化。而Wiki作为互联网时代的重要产物之一，适应了现代信息社会的要求和当今学生写作的实际需求；它是一种面向社群的协作式写作平台，以其开放共享、协同写作的学习环境为实现计算机技术与英语教学的整合提供了良好契机。本研究借助Wiki技术的协作性优势，将Wiki协作式平台应用于大学英语写作教学中，探讨了对增强学习者在写作过程中的交互性、参与性和协作性，最终提高学习者的写作水平的影响。本文以Vygotsky的社会建构主义理论和Rogers的人本心理学学习理论作为研究的理论基础，从学习者的写作质量和写作态度两个维度对非英语专业学生的写作水平的提高进行了实证研究，其中写作质量包括写作成绩和写作的准确度、复杂度和流利度两方面。本研究运用定量与定性相结合的方式；采用了课堂实验教学和访谈两种方法，并通过测试和访谈收集数据；研究对象是甘肃政法学院法学系2011级两个大学英语自然班的学生，其中一个班为实验班，一个班为对照班。运用统计软件SPSS13.0对数据进行了独立样本T检验和配对样本T检验分析，并对学生进行访谈，得出以下结论：基于Wiki的协作式写作教学方法对提高非英语专业学生写作成绩具有显著效果。实验班学生在英语写作的准确度、复杂度方面取得了明显进步，但基于Wiki的协作式写作对学生写作流利度的帮助不是很明显。在访谈中，所有被访谈对象一致认为Wiki协作式写作教学方法对激发学生的写作积极性，促进同学间在写作中的交流与互动有积极作用；有个别被访谈对象认为Wiki协作式写作教学方法对提高学生的英语写作水平的作用不明显。其原因在于部分学生对Wiki协作式写作平台的实际操作存在困难。本研究由于实验的持续时间不够长，研究对象数量有限，及研究者本身能力有限等原因限制，有一定不足之处。但本研究为大学英语写作教学方法提供了新的研究思路，有一定的新义和实践意义。希望本研究对非英语专业学生的写作水平的提高及教师写作教学方法的改进有所帮助和启发。更多还原

【Abstract】 As an important part of English teaching, writing instruction greatly influences other stages of teaching,such as, listening, speaking and reading, and which plays important roles for improving writing competence ofEnglish learners. Therefore, it can’t be ignored by English teachers in the process of instruction. With thedevelopment of society and widely application of information technology, traditional approaches of writinginstruction have revealed its shortcomings that can’t meet students’ needs. Meanwhile, the new College EnglishCurriculum Requirements (CECR)(2007) is issued by Department of Higher Education requires that teachersshould fully use modern information technology, adopt a new computer and classroom-based teaching modeland fully take the advantages of networks in the field of teaching to realize the purpose of networking,autonomous and personalized college English instruction. Wiki as a new product of online age has met the needsof information society and students’ actual writing, and what is social writing platform with its shared, creativeand collaborative benefits have brought many opportunities for integration between computer technologies andEFL instruction.With the advantages of wiki technology, this research try to apply wiki-based collaborative platform intonon-English majors’ writing instruction to explore its effects on cultivating students’ interaction, participationand involvement in the process of writing and improving learners’ writing competence.Vygotsky’s social constructivism and Rogers’s humanistic psychology are considered to be the theoreticalfoundation of this thesis, which is an empirical study on non-English majors’ writing competence. This paperstudied from two dimensions and what is the writing quality of the composition and perceptions of subjects,among which the writing quality of the composition includes the scores of pre-test and post-test and accuracy,complexity and fluency of writing.The research methods of this thesis are both qualitative and quantitative, and the instruments of datacollection are tests and interviews; and participants come from two intact classes enrolled in the year of2011atfaculty of law in Gansu Institute of Political Science and Law. One is an experimental class subjected bywiki-based collaborative writing instruction, one is a control class implemented by traditional writing instruction.Lastly, the researcher adopts independent samples T-test and paired samples T-test by SPSS13.0and interviewsten students after this experiment from which the author reaches the following conclusions.The approach of wiki-based collaborative instruction greatly improves the competence of non-Englishmajors’ writing. The results show that experimental class has made obvious progress on accuracy and complexity, but it is not significant on accuracy. For interview, all interviewees believe that wiki-basedcollaborative writing instruction greatly stimulate subjects’ initiative and promote their involvement; severalinterviewees hold the opinions that the method of wiki-based collaborative writing instruction is not obviouslyfor improving the competence of students’ writing. One important reason is that there exist some operationaldifficulties on wiki-based collaborative writing.Because of the limited time on wiki writing, small samples and insufficient ability of the researcher, thereexisting some shortcomings. But this research has provided some new ideas for college English instruction withsome implications for teaching in the hope of providing guidance for learners’ writing and teachers’ instruction.更多还原