本文選題：范文背誦與仿寫　切入點(diǎn)：英語寫作　出處：《內(nèi)蒙古師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：英語寫作在高考英語占17%的分值,它是高中學(xué)生綜合能力體現(xiàn)。實(shí)習(xí)階段,作者看到學(xué)生英語寫作水平低,學(xué)生缺乏對(duì)所學(xué)詞匯,短語的理解和場景運(yùn)用。究其原因,就是語言輸入的不足。根據(jù)二語習(xí)得理論和輸入輸出理論,輸入是輸出的基礎(chǔ)。因此,提高學(xué)生的作文水平,必須依靠語言輸入進(jìn)行大量的練習(xí)。背誦是我國傳統(tǒng)語文教學(xué)中被普遍運(yùn)用的一種教學(xué)手段及學(xué)習(xí)方法。學(xué)習(xí)者從小就開始背誦古詩詞,正如中國有有句古話說得好,“熟讀唐詩三百首,不會(huì)作詩也會(huì)吟�！北疚慕Y(jié)合高三學(xué)生英語寫作學(xué)習(xí)的特點(diǎn)和現(xiàn)狀,利用語言共性,提出了“范文背誦及仿寫”策略,試圖將母語的學(xué)習(xí)方法引入高三英語寫作教學(xué)中,并有針對(duì)性地進(jìn)行語言輸入與輸出訓(xùn)練,旨在為高三學(xué)生在基礎(chǔ)學(xué)習(xí)之上扎實(shí)地提高英語寫作技能找到實(shí)際的方法。本論文以鄂爾多斯市,薛家灣鎮(zhèn)世紀(jì)中學(xué)高三149班的十五名志愿者學(xué)生為研究對(duì)象,嘗試把背誦這一傳統(tǒng)教學(xué)法運(yùn)用到寫作教學(xué)中,以驗(yàn)證范文背誦與仿寫在高三英語寫作教學(xué)中的可行性。研究問題包括范文背誦與模仿是否能幫助學(xué)生提高寫作能力;是否有利于提升其寫作的積極性及動(dòng)機(jī);學(xué)生在此次教學(xué)試驗(yàn)中對(duì)于范文背誦與仿寫是否抱有積極的態(tài)度。在此研究過程中,作者根據(jù)難易程度的不同,依次進(jìn)行了短語,句子和范文的背誦和模仿,實(shí)驗(yàn)組在八周的實(shí)驗(yàn)過程中使用背誦和仿寫的方式,每天完成一篇作文。最后分別通過英語寫作前、后測試并結(jié)合問卷調(diào)查,學(xué)生日記及訪談的形式對(duì)學(xué)生的學(xué)習(xí)效果進(jìn)行分析。具體的數(shù)據(jù)收集程序包括實(shí)驗(yàn)前,試驗(yàn)后的英語作文試卷測試,數(shù)據(jù)分析和實(shí)驗(yàn)前后問卷調(diào)查的整理與統(tǒng)計(jì),及實(shí)驗(yàn)期間的學(xué)生日記和試驗(yàn)后的訪談以針對(duì)學(xué)生學(xué)習(xí)感受的調(diào)查。英語作文試卷的分析運(yùn)用統(tǒng)計(jì)工具SPSS 19.0進(jìn)行配對(duì)樣本檢驗(yàn)的方法進(jìn)行數(shù)據(jù)分析,結(jié)果顯示,實(shí)驗(yàn)后學(xué)生的寫作成績明顯高于實(shí)驗(yàn)前的寫作成績;作者還對(duì)實(shí)驗(yàn)前和試驗(yàn)后的調(diào)查問卷和進(jìn)行了對(duì)比分析,問卷表明:學(xué)生對(duì)于寫作的積極性比實(shí)驗(yàn)前提高了,對(duì)寫作比以前更有信心了;對(duì)范文背誦與模仿的學(xué)習(xí)方法持肯定態(tài)度;通過訪談,學(xué)生表示,雖然范文背誦仿寫的方法比,過程較耗時(shí)費(fèi)力,但確實(shí)是一種比較有效的方法。由此可見,背誦仿寫法的確對(duì)于高三學(xué)生的寫作水平的提高有積極的作用,為語言輸出尤其是寫作奠定良好的基礎(chǔ)。長此以往地堅(jiān)持范文背誦,仿寫式語言輸入是提高高三學(xué)生英語寫作能力既有效又可行的方法。
[Abstract]:English writing accounts for 17% points in the college entrance examination. It is the embodiment of high school students' comprehensive ability. In the practice stage, the author finds that the students have a low level of English writing, lack of understanding of the words and phrases they have learned and the use of scenes. According to the theory of second language acquisition and the theory of input and output, input is the basis of output. We must rely on language input for a large number of exercises. Recitation is a popular teaching method and learning method in traditional Chinese teaching in China. Learners begin to recite ancient poems from an early age. Just as there is an old saying in China, "if you are familiar with 300 Tang poems, you can't write or sing poetry." this paper combines the characteristics and present situation of the English writing study of senior three students, and puts forward the strategy of "reciting and copying" by using the common language. This paper attempts to introduce the mother tongue learning method into the English writing teaching of Senior three, and to carry out targeted language input and output training. The purpose of this paper is to find a practical way for senior three students to improve their English writing skills on the basis of basic learning. This paper focuses on 15 volunteer students in the third year of Senior three in Ordos City, Xuejiawanzhen Century Middle School. This paper attempts to apply the traditional teaching method of recitation to the teaching of writing in order to verify the feasibility of reciting and parody in the teaching of English writing in Senior three. The research includes whether the recitation and imitation of the model text can help the students to improve their writing ability. Whether it is beneficial to improve their motivation and motivation, and whether the students have a positive attitude towards reciting and parody in this teaching experiment. In the course of this study, the author carried out phrases according to the degree of difficulty and ease. The experimental group completed one composition each day by reciting and copying sentences and model articles during the eight-week experiment. Finally, a questionnaire was conducted before and after English writing, respectively. In the form of diaries and interviews, the students' learning effects are analyzed. The specific data collection procedures include the English composition test test before and after the experiment, the data analysis and the arrangement and statistics of the questionnaire before and after the experiment. Students' diaries during the experiment and interviews after the experiment were conducted to investigate the students' learning feelings. The analysis of the English composition test paper was carried out with the method of paired sample test with statistical tool SPSS 19.0, and the results showed that, After the experiment, the students' writing scores were significantly higher than those before the experiment, and the author made a comparative analysis of the questionnaire before and after the experiment. The questionnaire showed that the students' enthusiasm for writing was higher than that before the experiment. More confident in writing than before; positive about the learning methods of reciting and imitation of model essays; and through interviews, the students said that although the process was more time-consuming than the methods used to recite parody, But it is a more effective method. From this, we can see that reciting the parody writing method does have a positive effect on the improvement of the writing level of the senior three students, and lays a good foundation for the language output, especially for the writing. Parody language input is an effective and feasible method to improve the students' English writing ability.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：1610507