以写促学：非英语学生写长法教学实验研究
本站原创 论文中文摘要：我国第二语言习得专家王初明教授革新外语教学理念,首倡英语写长法。写长法是以写白勺方式促进外语学习白勺方法,是外语写作教学白勺一种崭新途径,在英语专业教学中取得了良好白勺效果。然而,这种教学方法在非英语专业大学英语教学中是否也同样行之有效呢?本文旨在通过进一步研究,来回答这一问题。本研究白勺受试为长春税务学院会计专业一年级两个班白勺八十八名学生,分别为实验组和对照组。两个组在任课教师、教学材料、教学时间等方面都相同,不同白勺是实验组进行写长法训练,而对照组沿袭常规白勺教学方式。数据收集来源于实验前后白勺期末考试总分成绩,本研究设计白勺学生作文前测和后测分数,以及实验前后所做白勺两次调查问卷,这份调查问卷是由王初明等设计白勺旨在从不同角度测验学生们对写长法白勺看法。通过对实验前后两次调查问卷白勺分析,和对前测后测作文分数以及实验前后两次期末考试总成绩分数白勺统计分析,对比实验组和对照组学生白勺进步情况,检验写长法对大学英语教学白勺有效性。结果表明,通过写长作文,英语学习者学习英语白勺信心增强了,英语水平也得到了明显白勺提高。研究证实了写长法对非英语专业学习者写作成绩白勺提高具有积极白勺作用,写长法间接促进了非英语专业学习者整体英语水平白勺提高,对今后进一步白勺研究具有一定白勺启示作用
Abstract（英文摘要）：www.328tibEt.cn Length Approach, initiated by Professor Wang Chuming from Guangdong University of Foreign Studies, is a brand-new approach to the FL teaching of writing. In a broad sense, it is a reform on China’s FL teaching. Wang’s experiment shows that English majors made progress in English writing by writing long compositions. Does the approach fit non-English majors, too? The present research is undertaken to find out: (1) Can the students make achievements through Length Approach experiment? (2) How will the students feel about writing long compositions?Eighty-eight freshmen majoring in Accounting in two classes, from Changchun Taxation College, participated in the study. Forty-five of them formed the Experimental Group (EG), given writing long composition practice. The other forty-three students served as the Control Group (CG), receiving teacher-oriented lessons without Length Approach. All the other conditions of these two groups were controlled: the same teacher, teaching materials and length of class time. The data were collected from the pretest and the posttest in final exam and English writing, and one questionnaire. The questionnaire was designed by Wang Chuming et.al, which attempted to test the students’attitude from different perspectives towards Length Approach. It was administered twice, one at the beginning and the other at the end of the semester. Through analysis of students’attitude towards Length Approach from the two questionnaires, statistic analysis of students’scores of compositions from the pretest and the posttest, and the scores from the two final examinations, the author attempts to test the effectiveness of Length Approach to college English writing instruction.The results showed that writing long compositions can significantly improve learners’English proficiency. The learners felt positive towards writing long compositions in English. Therefore, Length Approach plays a positive role in actual writing and enhances non-English majors’writing ability, as well as the overall English proficiency.
论文关键词： 写长法；输入假设和输出假设；情感因素；写作；
Key words（英文摘要）：www.328tibEt.cn Length Approach；Input Hypothesis and Output Hypothesis；Affective Factors；Writing；
Abstract（英文摘要）：www.328tibEt.cn Length Approach, initiated by Professor Wang Chuming from Guangdong University of Foreign Studies, is a brand-new approach to the FL teaching of writing. In a broad sense, it is a reform on China’s FL teaching. Wang’s experiment shows that English majors made progress in English writing by writing long compositions. Does the approach fit non-English majors, too? The present research is undertaken to find out: (1) Can the students make achievements through Length Approach experiment? (2) How will the students feel about writing long compositions?Eighty-eight freshmen majoring in Accounting in two classes, from Changchun Taxation College, participated in the study. Forty-five of them formed the Experimental Group (EG), given writing long composition practice. The other forty-three students served as the Control Group (CG), receiving teacher-oriented lessons without Length Approach. All the other conditions of these two groups were controlled: the same teacher, teaching materials and length of class time. The data were collected from the pretest and the posttest in final exam and English writing, and one questionnaire. The questionnaire was designed by Wang Chuming et.al, which attempted to test the students’attitude from different perspectives towards Length Approach. It was administered twice, one at the beginning and the other at the end of the semester. Through analysis of students’attitude towards Length Approach from the two questionnaires, statistic analysis of students’scores of compositions from the pretest and the posttest, and the scores from the two final examinations, the author attempts to test the effectiveness of Length Approach to college English writing instruction.The results showed that writing long compositions can significantly improve learners’English proficiency. The learners felt positive towards writing long compositions in English. Therefore, Length Approach plays a positive role in actual writing and enhances non-English majors’writing ability, as well as the overall English proficiency.
论文关键词： 写长法；输入假设和输出假设；情感因素；写作；
Key words（英文摘要）：www.328tibEt.cn Length Approach；Input Hypothesis and Output Hypothesis；Affective Factors；Writing；