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信息结构视角下初中英语“过程性写作教学模式”实验研究

发布时间:2019-01-30 20:17  文章来源:笔耕文化传播
【摘要】:语言教育是我国民族教育的重要内容之一,近年来随着全国英语教育的普及,少数民族地区的英语教育也得到了较快的发展。但与汉族学生不同,英语对于少数民族学生来说是双语教育政策下的第三种语言,所以如何在此种情况下使其更好地学习英语,提高其英语水平,值得我们探索。整体学习观认为英语学习的基础是语言知识的获得,如词汇、句法及语言规则,其终极目标是语言合理及恰当的运用。作为英语的四项技能之一,写作能力是英语学习者语言综合运用能力的核心表征,它不仅与学习者的语言知识、能力有关,更是学习者语言意识、人文素养的重要体现,因此如何使少数民族学生写好英语作文已然成为当前英语教师亟待解决的问题。本研究以信息结构为研究视角,以新疆石河子市某中学的“内初班”和平行班学生为被试(“内初班”为实验班,平行班为控制班),运用“过程性写作教学模式”对被试英语写作语篇信息结构和信息点进行研究。本研究的研究问题包括:1.实验前,实验班和控制班的英语写作语篇呈现出什么样的语篇信息特点?2.实验前,实验班和控制班的英语写作语篇在信息结构和信息点方面是否存在差异?若存在,是怎样的?3.实验后,“过程性写作教学模式”是否对实验班英语写作语篇的信息结构和信息点产生了积极影响?通过研究发现:1.实验前,被试英语写作在语篇信息结构方面所呈现的主要特点是语篇信息结构层次较少,结构扩展性不强;被试语篇信息点数量较少,且分布不均衡;2.实验前,实验班与控制班在语篇信息结构和信息点方面均未呈现显著差异;3.通过组间和组内的对比分析发现,“过程性写作教学模式”对被试的语篇信息结构和信息点均产生了积极影响。本研究对新疆少数民族地区英语写作教学具有以下三点启示:1.在写作教学的认识上,教师需要改变传统教学中对写作教学的“结果性”认知,从理论上明确和认同写作教学的“过程性”;2.在写作教学的过程中,教师应始终坚持写作教学的过程性、资源性和启发性原则,指导学生学会如何根据核心信息进行语篇的构建;3.在学生写作成果的评价上,教师应采用多种评价方式,使学生在互动与合作中提高英语写作兴趣,以此提高其英语写作水平。
[Abstract]:Language education is one of the important contents of ethnic education in China. With the popularization of English education in recent years, English education in minority areas has also developed rapidly. But different from the Han students, English is the third language under the bilingual education policy for minority students, so it is worth exploring how to make them learn English better and improve their English level in this situation. The overall learning view holds that the basis of English learning is the acquisition of language knowledge, such as vocabulary, syntax and language rules, the ultimate goal of which is the rational and appropriate use of language. As one of the four English skills, writing ability is the core representation of English learners' comprehensive language use ability. It is not only related to learners' language knowledge and ability, but also an important embodiment of learners' language awareness and humanistic literacy. Therefore, how to make minority students write English compositions well has become an urgent problem for English teachers. This study takes the information structure as the research angle, taking the students of the "inner elementary class" and the parallel class of a middle school in Shihezi, Xinjiang as subjects ("inside class" as the experimental class, and the parallel class as the control class). This paper studies the information structure and information points of English writing by using the process writing teaching model. The research questions include: 1. Before the experiment, what kind of text information characteristics does the experimental class and the control class present in English writing? 2. Before the experiment, are there any differences in information structure and information points between the experimental class and the control class? If there is, what is it? 3. After the experiment, does the "process Writing Teaching Model" have a positive impact on the information structure and information points of the English writing discourse in the experimental class? The results are as follows: 1. Before the experiment, the main features of English writing in discourse information structure are that the level of discourse information structure is less, the structure is not extensible, the number of text information points is less, and the distribution is not balanced; 2. Before the experiment, there was no significant difference between the experimental class and the control class in terms of text information structure and information points; 3. Through the comparative analysis between groups and within groups, it is found that the "process writing teaching model" has a positive effect on the text information structure and information points of the subjects. This study has the following three enlightenments to the teaching of English writing in the minority areas of Xinjiang: 1. On the understanding of writing teaching, teachers need to change the "resultant" cognition of writing teaching in traditional teaching, and define and identify with the "process" of writing teaching theoretically; 2. In the process of writing teaching, teachers should always adhere to the principles of process, resource and inspiration in writing teaching, and guide students to learn how to construct the text according to the core information. 3. In the evaluation of students' writing achievements, teachers should adopt a variety of evaluation methods so as to enhance students' interest in English writing in the process of interaction and cooperation so as to improve their English writing proficiency.
【学位授予单位】:石河子大学
【学位级别】:硕士
【学位授予年份】:2017
【分类号】:G633.41

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