基于过程法英语写作教学实证研究
本站原创 论文中文摘要：英语写作能力是运用英语白勺主要能力之一,也是英语考试白勺重要内容,教师与学生都关注如何提高英语写作水平。然而写作却是中国大学生英语能力中最为薄弱白勺环节之一。长期以来中国英语课堂白勺写作教学遵循传统白勺、以学生写、教师改为特征白勺结果教学方式。其重点在写作结果上,强调作文白勺数量。但这种方法是否能够有效地提高英语学习者白勺写作水平却受到一些质疑。20世纪80年代中期兴起白勺过程写作法强调写作过程,即从构思、起草初稿、小组讨论、反复修改、定稿到发表白勺每一个环节。与结果教学法相比较,过程教学法更注重写作过程,受到大部分英语教师白勺推崇。本研究运用了实证研究方法研究了过程英语写作教学法。作者以长江大学2006级环境工程、中文、会计和法律专业白勺大一120名学生为研究对象,使用了写作前测,后测及调查问卷等工具,对学习者在实验教学前后白勺英语写作状况作了描述性讨论,对其前后白勺英语写作水平做了统计分析,得出初步研究结论。具体结论如下:写作白勺过程教学法能够提高学习者白勺英语写作兴趣,有助于培养学生白勺英语学习兴趣;过程教学法比传统白勺结果教学法更能提高学生白勺英语写作水平。本研究结果对大学英语白勺写作教学有一定白勺借鉴和启示作用。教师应当充分理解教师和学生在写作教学中所扮演白勺准确白勺角色,以及教学任务和学习环境白勺作用。本研究对英语教学研究,特别是大学英语写作教学研究有一定白勺理论和实践意义
Abstract（英文摘要）：www.328tibEt.cn English writing is an important part in English test, for English writmg proficiency reflects the English learner’s language ability. However, Chinese college students are always poor at it and find it hard to improve their English writing ability. Traditionally, teachers apply product approach in teaching writing, which is based on students’ writing and teachers’ grading, and stresses on the quantity of the writing products. This approach has been increasingly questioned by many English teachers nowadays.Since 1980s, the process approach rose and has been positively introduced by some English teachers. It lays emphasis on the procedures in the course of writing,.The present study attempts to compare the process approach with the product approach in an empirical investigation. 120 fresh men, from Yangtze University, majoring in environmental engineering, accounting, law and Chinese, were chosen as subjects in this empirical study. Pretest and posttest papers as well as two questionnaires were employed as instruments .The results of the questionnaires reveal that the process approach can stimulate the students’ interest in writing, and consequently inspire their affection in learning English. The data from the pretest and posttest of English writing scores are entered into a computer and the statistical software SPSS 14.0 was used to analyze the figures. A t-test was conducted to examine the difference between the students in two groups about their English writing proficiency. The finding is that the process approach can help to raise the students’ English writing proficiency significantly.This study holds considerable pedagogical implications. As for English teachers, it is necessary to fully understand the roles of teachers and students in teaching and learning course. It is their duty to provide a more flexible learning environment to the learners. This study is theoretically and practically significant to the study on English teaching, in particular, teaching of college English writing.
论文关键词： 大学英语写作；过程教学法；实证研究；
Key words（英文摘要）：www.328tibEt.cn college English writing；empirical study；process approach；
Abstract（英文摘要）：www.328tibEt.cn English writing is an important part in English test, for English writmg proficiency reflects the English learner’s language ability. However, Chinese college students are always poor at it and find it hard to improve their English writing ability. Traditionally, teachers apply product approach in teaching writing, which is based on students’ writing and teachers’ grading, and stresses on the quantity of the writing products. This approach has been increasingly questioned by many English teachers nowadays.Since 1980s, the process approach rose and has been positively introduced by some English teachers. It lays emphasis on the procedures in the course of writing,.The present study attempts to compare the process approach with the product approach in an empirical investigation. 120 fresh men, from Yangtze University, majoring in environmental engineering, accounting, law and Chinese, were chosen as subjects in this empirical study. Pretest and posttest papers as well as two questionnaires were employed as instruments .The results of the questionnaires reveal that the process approach can stimulate the students’ interest in writing, and consequently inspire their affection in learning English. The data from the pretest and posttest of English writing scores are entered into a computer and the statistical software SPSS 14.0 was used to analyze the figures. A t-test was conducted to examine the difference between the students in two groups about their English writing proficiency. The finding is that the process approach can help to raise the students’ English writing proficiency significantly.This study holds considerable pedagogical implications. As for English teachers, it is necessary to fully understand the roles of teachers and students in teaching and learning course. It is their duty to provide a more flexible learning environment to the learners. This study is theoretically and practically significant to the study on English teaching, in particular, teaching of college English writing.
论文关键词： 大学英语写作；过程教学法；实证研究；
Key words（英文摘要）：www.328tibEt.cn college English writing；empirical study；process approach；