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“以写促学”在初中英语教学中的应用研究

来源::网络整理 | 作者:管理员 | 本文已影响

【摘要】:在我国的英语学习环境中,学生很少有机会在实践中运用英语。英语对于我国学生来说是一门外语,而不是第二语言。学生学习英语大多是接受性的阅读和听力练习,不能在实际运用中掌握语言。那么在教学中怎样才能更好的创设语言环境,帮助学生学习英语。国内外的学者对不同的教学法进行了研究,先后有多种教学法出现。但在这些教学法中,探索听、说、读三个环节的较多。语言学理论普遍认为,学习语言时输入和输出同样重要。英语教学中,多数人对于听、说、读很重视,但对于写却没有给予相应的重视,Emig(1977)在研究写作过程中提出把写作做为一种学习模式“以写促学”。一些学者对此也进行了研究和探索,并在各学科中也有相关报告。在我国,王初明教授在外语教学中提出“写长法”,采用以“写”作为突破口,让学生在写的过程中理解并体验英语的运用。通过探索和实验,这一方法在国内外已成为一套比较完善的英语教学方法而被教育界所认可。写长法的研究主要是针对于大学英语教学的,高中英语教学应用写长发的相关研究报告也很多,但此法针对初中生的研究却很少。在初中阶段,多重视语言输出技能的训练,而忽略了写对英语学习的重要影响。本文借助于Swain的语言输出理论,研究以写促学在我国初中生英语教学中的应用,希望以此来引起学生在英语学习过程中对写的重视,通过写来提高英语的学习效果。因此本文提出了以下两个研究问题:1.以写促学运用于初中英语教学,能否提高学生的英语写作成绩?2.以写促学运用于初中英语教学,能否提高学生的英语成绩?(除听力外)这次实验在华侨中学初三年级进行,按照上学期期末考试的英语成绩选择了两个班,共89名学生参加。把两个班分为控制组和实验组,控制组45人,实验组44人。其中控制组用常规教学法,实验组用以写促学指导英语教学。教学时间为每周四下午的两课时,两组用相同的学习材料,在课堂上完成不同的练习任务。实验的数据是上学期期末英语考试成绩和本学期的期末英语考试成绩,试卷是华侨中学初三期末考试通用试卷。这两次英语成绩分别是实验的前测成绩和后测成绩。用SPSS17.0对实验所收集的数据进行统计分析,数据表明,实验组的学生英语成绩高于控制组。实验表明,以写促学运用到初中英语教学中,对词汇及语法的学习是有促进作用的。在文中对写作任务、写作长度、写作过程进行了讨论,写不仅可以使学生更好的理解和运用英语,而且学生的阅读和写作能力也得以提高。在英语的教学中,要以学生为中心,让学生处于主动地位,帮助学生树立信心,从而打好基础,学好英语。
[Abstract]:In our country's English learning environment, students have little chance to use English in practice. English is a foreign language, not a second language, for our students. Most students learn English with receptive reading and listening exercises, and can not master the language in practice. So how to create a better language environment in the teaching to help students learn English. Scholars at home and abroad have studied different teaching methods, and many kinds of teaching methods have appeared in succession. But in these teaching methods, explore listening, speaking, reading three links more. Linguistic theory generally holds that input and output are equally important in language learning. In English teaching, most people attach great importance to listening, speaking and reading, but not to writing. Emig (1977) proposed writing as a learning model in the process of writing. Some scholars have also carried on the research and exploration, and in each discipline also has the related report. In our country, Professor Wang Juming put forward the "writing long method" in foreign language teaching, and adopted "writing" as the breakthrough point, so that students can understand and experience the use of English in the process of writing. Through exploration and experiment, this method has become a set of relatively perfect English teaching methods at home and abroad and has been recognized by the educational circles. The research on the long writing method is mainly aimed at college English teaching, and there are a lot of reports on the application of writing long hair in senior high school English teaching, but the research on this method for junior high school students is very few. In junior middle school, more attention is paid to the training of language output skills, while the important influence of writing on English learning is neglected. With the help of Swain's theory of language output, this paper studies the application of writing to the teaching of English for junior high school students in our country, in the hope of attracting students' attention to writing in the process of English learning and improving the effect of English learning through writing. Therefore, this paper puts forward the following two research questions: 1. Can the application of writing to junior high school English teaching improve students' English writing scores? 2. Can the application of writing to junior high school English teaching improve students' English achievement? The experiment was conducted in Grade 3 of overseas Chinese Middle School. Two classes were selected according to the English scores of last term's final examination. 89 students took part in the experiment. Two classes were divided into control group and experimental group, control group 45, experimental group 44. The control group used routine teaching method, and the experimental group used writing to promote learning to guide English teaching. The teaching time is two classes each Thursday afternoon. The two groups use the same learning materials to complete different exercises in class. The data of the experiment are the final English test scores of last semester and the final English test scores of this term. The test paper is the general test paper of the third final examination of overseas Chinese Middle School. These two English scores are the results of the pre-test and the post-test of the experiment respectively. SPSS17.0 was used to analyze the data collected in the experiment. The data showed that the students' English scores in the experimental group were higher than those in the control group. The experiment shows that the application of writing to junior high school English teaching can promote the study of vocabulary and grammar. This paper discusses the task, length and process of writing. Writing can not only help students understand and use English better, but also improve their reading and writing ability. In the teaching of English, we should take the students as the center, let the students take the initiative, help the students to build up their confidence, so as to lay a good foundation and learn English well.
【学位授予单位】:西北师范大学
【学位级别】:硕士
【学位授予年份】:2015
【分类号】:G633.41

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