發(fā)布時間：2018-10-08 12:59

【摘要】：在我國的英語學習環(huán)境中,學生很少有機會在實踐中運用英語。英語對于我國學生來說是一門外語,而不是第二語言。學生學習英語大多是接受性的閱讀和聽力練習,不能在實際運用中掌握語言。那么在教學中怎樣才能更好的創(chuàng)設(shè)語言環(huán)境,幫助學生學習英語。國內(nèi)外的學者對不同的教學法進行了研究,先后有多種教學法出現(xiàn)。但在這些教學法中,探索聽、說、讀三個環(huán)節(jié)的較多。語言學理論普遍認為,學習語言時輸入和輸出同樣重要。英語教學中,多數(shù)人對于聽、說、讀很重視,但對于寫卻沒有給予相應(yīng)的重視,Emig(1977)在研究寫作過程中提出把寫作做為一種學習模式“以寫促學”。一些學者對此也進行了研究和探索,并在各學科中也有相關(guān)報告。在我國,王初明教授在外語教學中提出“寫長法”,采用以“寫”作為突破口,讓學生在寫的過程中理解并體驗英語的運用。通過探索和實驗,這一方法在國內(nèi)外已成為一套比較完善的英語教學方法而被教育界所認可。寫長法的研究主要是針對于大學英語教學的,高中英語教學應(yīng)用寫長發(fā)的相關(guān)研究報告也很多,但此法針對初中生的研究卻很少。在初中階段,多重視語言輸出技能的訓練,而忽略了寫對英語學習的重要影響。本文借助于Swain的語言輸出理論,研究以寫促學在我國初中生英語教學中的應(yīng)用,希望以此來引起學生在英語學習過程中對寫的重視,通過寫來提高英語的學習效果。因此本文提出了以下兩個研究問題:1.以寫促學運用于初中英語教學,能否提高學生的英語寫作成績?2.以寫促學運用于初中英語教學,能否提高學生的英語成績?(除聽力外)這次實驗在華僑中學初三年級進行,按照上學期期末考試的英語成績選擇了兩個班,共89名學生參加。把兩個班分為控制組和實驗組,控制組45人,實驗組44人。其中控制組用常規(guī)教學法,實驗組用以寫促學指導英語教學。教學時間為每周四下午的兩課時,兩組用相同的學習材料,在課堂上完成不同的練習任務(wù)。實驗的數(shù)據(jù)是上學期期末英語考試成績和本學期的期末英語考試成績,試卷是華僑中學初三期末考試通用試卷。這兩次英語成績分別是實驗的前測成績和后測成績。用SPSS17.0對實驗所收集的數(shù)據(jù)進行統(tǒng)計分析,數(shù)據(jù)表明,實驗組的學生英語成績高于控制組。實驗表明,以寫促學運用到初中英語教學中,對詞匯及語法的學習是有促進作用的。在文中對寫作任務(wù)、寫作長度、寫作過程進行了討論,寫不僅可以使學生更好的理解和運用英語,而且學生的閱讀和寫作能力也得以提高。在英語的教學中,要以學生為中心,讓學生處于主動地位,幫助學生樹立信心,從而打好基礎(chǔ),學好英語。
[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.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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