读写结合—提高学习者写作能力的有效途径

摘要

英语写作是英语学习的四项基本技能之一，也是英语教学中不可缺少的环节。然而，长期以来，写作一直是困扰我国英语教学的一大难题。学生面对写作任务时，常常不知从何下手。应当采取各种可能的措施以促使其提高写作的积极性，进而提高写作能力。首先，要增加英语实践活动，尤其是扩大阅读量，以开阔视野，增强英语语感。但更为重要的是要在这期间将写作与阅读有机地结合起来，即在阅读活动中学习词汇和句式的用法，学会各种写作技巧及如何借助已有知识围绕主题进行论述。本文的论述中心是写作与阅读的内在联系及其相结合的可行性，通过实验将阅读与写作关系理论给课堂教学带来的启示运用到英语写作教学中去。
　　本文共包括五章:
　　第一章概括了英语写作的重要性及当前高中英语教学的现状，指出了英语写作教学中存在的问题，阐明了英语写作实践应在老师的指导下与阅读活动结合起来的必要性。
　　第二章着重分析讨论了阅读和写作的本质特征及其内在联系、并分析了国内外研究现状。阐明了写作训练与阅读实践相结合的必要性和可行性。同时，阐述了两个重要理论:一个是Krashen的输入理论和Swain的输出理论;另一个是图式理论。Krashen和Swain分别就输入和输出提出了“输入假说”和“输出假说”，这二个理论可以作为阅读与写作相结合的重要理论依据。图式理论认为，在这两个过程中只有人们头脑中固有的图式被激活，才可产生对输入的理解、接受和最终形成输出。而输入和输出又相互作用、密不可分。由此说明了语言学习中阅读与写作相结合的可行性。
　　第三章是本论文的核心部分，即实验部分。为进一步论证可以将读写结合，进而促进写作，本论文采用了实验研究的手段，对扶轮中学学生进行了一次历时一个学期的读写结合的实验。在教学实验中，两个班接受了英语写作的前测、后测和延迟后测。实验班学生在实验前后还接受了调查问卷和访谈。写作测试和问卷调查所取得的数据通过SPSS14进行描述统计、T检验等方面的分析。
　　第四章对实验中得到的数据加以比较和分析，经过一学期的教学实验，实验班的成绩明显好于控制班的成绩。这说明在高中英语教学中采用读写结合的方法能有效提高学生的英语写作能力。
　　第五章是本文的总结。总结了实验中得到的启示和不足，为将来的研究打下基础。

目录

声明

Abstract

摘要

Acknowledgements

Contents

Chapter 1 Introduction

1.1 The Background of the Research

1.1.1 The Importance of English Writing

1.1.2 The Current Situation of English Writing in Senior High Schools

1.2 The Reasons for Improving Students' English Writing Ability

1.2.1 The Requirements of New English Curriculum Standard

1.2.2 The Requirements for Developing the Learners' English Writing Competence

1.2.3 The Present Situation of English Reading and Writing in Senior High Schools in China

1.2.4 The Necessity of the Integration of Reading with Writing

1.3 The Aims and the Significance of the Thesis

1.4 An Overview of the Thesis

Chapter 2 Literature Revlew

2.1 The Nature of Reading

2.1.1 The Role of Reading in Writing

2.2 The Nature of Writing

2.3 The Reading-Writing Relationship

2.4 The Implications for Writing in Extensive Reading

2.5 A Summary

2.6 A Review from the Cognitive Perspective

2.6.1 Krashen's Comprehensible Input Hypothesis

2.6.2 Swain's Comprehensible Output Hypothesis

2.7 Schema Theory

2.8 A Review of Previous Relevant Researches Abroad and in China

2.8.1 A Review of Previous Relevant Researches Abroad

2.8.2 A Review of Previous Relevant Researches in China

Chapter 3 The Experimental Design

3.1 The Introduction

3.2 The Purpose and the Hypothesis

3.3 The Subjects

3.4 The Instruments for the Experiment

3.4.1 The Questionnaire

3.4.2 The Interviews

3.4.3 The Writing Tests

3.5 The Procedures

3.5.1 The Selection of Reading Materials

3.5.2 The Materials for Intensive Reading

3.5.3 The Teaching Methods in the Experimental Class

3.5.4 The Integration of Reading with Writing

3.5.5 The Teaching Methods in the Control Class

3.6 The Scores

3.7 The Summary

Chapter 4 The Results and Discussion

4.1 The Results of the Questionnaire

4.1.1 The Results of the Subjects' Changing Attitudes towards the Activities of the Integration of Reading with Writing

4.1.2 The Results of the Subjects' Writing Vocabulary and Grammar Build-up

4.1.3 The Results of the Tests of Textual Organization

4.2 The Interviews

4.3 The Results of the Writing Tests

4.4 The Discussion

4.4.1 The Motivation of Students' Writing

4.4.2 The Effect of the Integration of Reading with Writing on Students' Writing Abilities

Chapter 5 The Conclusion

5.1 The Major Findings

5.2 The Implications

5.3 The Limitations of the Study

5.4 The Recommendations for Further Research

References

Appendix Ⅰ Questionnaire

Appendix Ⅱ Writing Tests

Appendix Ⅲ Writing Criterion in National Curriculum

Appendix Ⅳ Criterion for the Writing Quality