论句型、结构与话题的高中英语写作教学模式

摘要

本文旨在构建高中英语课堂SPST(句型、结构和话题)写作教学模式，以便帮助学生减少英语写作错误和进行更为简便有效的写作。SPST模式由句型、结构及话题三要素构成一体。研究表明，许多中学生的写作错误出现在句型层面上。作者认为，句型教学是该模式的关键要素，学生运用句型的能力体现在词汇的语用能力和语法的应用能力，写作技能可以通过对句型、结构和话题三位一体的训练得到加强。作者发现，阅读是学生获取话题知识的良好途径，阅读能够为顺利写作打下基础。SPST写作教学模式就是通过课堂内外的写作任务进行句型、结构和话题的整合训练，以提高学生的写作能力，帮助他们增强语篇结构意识，达成文章的衔接与连贯。 嘉惠中学的133位高三学生参加了SPST写作模式的训练。在将近8个月的实验中，学生在句型、结构意识和基于阅读理解的话题等方面得到了强化的训练。实验进行了前测、后测以及两次问卷调查。前测和后测的对比结果显示，经过训练的学生，写作错误大为减少，写作能力大大提高。问卷调查结果表明，学生写作信心有所增强，写作态度得以转变，许多学生开始兴趣于写作活动。 由于时间关系和经验不足，该写作模式在实践中难免有一些缺陷，但总体而言，本研究的效果是令人满意的，这说明，SPST写作模式是可行的。

目录

声明

中文详细文摘

Introduction

Chapter One The Importance of Writing in Middle School Students and the Significance of the Research

1.1 The Importance of Writing

1.1.1 What is writing?

1.1.2 Functions of writing

1.2 Writing Requirements for Middle School Students in China

1.2.1 Writing Requirements in New English Curriculum Standards

1.2.2 Writing Requirements in National Matriculation English Test

1.3 The problem of student's writing

1.4 The significance of the research

Chapter Two Hypothesis

2.1 Relevant theories and researches on writing

2.1.1 Models of writing

2.1.2 A brief review of teaching approaches

2.1.3 Towards a synthesis:writing in the process genre approach

2.2 Background of the hypothesis

2.3 Theoretical basic of the hypothesis

2.4 Hypothesis and questions

Chapter Three The Building of SPST Writing Model

3.1 Description of sentence patterns

3.1.1 Four sentence patterns of English

3.1.2 Other patterns that add variety to writing

3.1.3 Three major contrasts between English and Chinese sentence structures

3.2 Approaches to sentence patterns

3.3 Practice of structures

3.3.1 Schemata theory and structures

3.3.2 Establishment of schemata of structures

3.3.3. Cohesion

3.3.4. Conjunction

3.4. Practice of topics

3.5 Integration of sentence pattems, structures and topics

Chapter Four A Case Study

4.1 Subjects

4.2 Pre-test

4.2.1 Writing task

4.2.2 Data

4.2.3 Statistics and descriptions

4.3 A questionnaire after the pre-test

4.4 Post-test

4.4.1. Data collection

4.4.2 Average of scores

4.5 A questionnaire after the post-test

Chapter Five Discussion and Conclusion

5.1 Contributions of the SPST model to writing

5.1.1 Contributions to strategy training in foreign language writing

5.1.2 Contributions to the awareness of audience and purpose

5.1.3 Contributions to problem-solving

5.1.4 Contributions to the coherence of the text

5.2 Teachers' role in the building of SPST Model

5.2.1 Teachers as diagnosticians

5.2.2 Teachers as coaches

5.2.3 Teachers as coordinators

5.2.4.Teachers as mediators

5.3 Conclusion

5.4 Limitations of the thesis

5.5 Further research

Bibliography

Appendix

Acknowledgement