过程法在高职商务英语专业英语写作教学中的应用研究

摘要

随着经济和对外贸易的高速发展，人们与国外的交流不断加强。因此，在这种趋势影响下，我们的学生大多非常重视听说训练，近几年，学生的口语越来越好。然而我们也要注意到在大学英语等级考试，托福和雅思等考试中，学生的写作成绩大多数普遍偏低，学生的写作缺乏逻辑性，准确性，并常伴有中式英语。
　　从中学到大学的英语老师已意识到学生英语写作水平的下降，认识到英语写作教学的重要性，他们认为有必要采取行动去找到更有效的英语写作教学的策略和方法。要改变目前英语写作的局面，应该优化写作教学的过程以促进学生更有效地写作。因此，基于以上情况，笔者把不同于传统教学法的过程教学法引进高职商务英语写作课堂，并试图发现其更有效性。
　　本文以写作认知过程理论和交际理论等为基础，想尝试对商务英语专业学生使用过程法写作，通过课堂实践发现其适应性和效应性。为了研究过程法写作教学在商务英语专业教学中的适用性，作者进行了为期五个多月的试验，试验选取高职商务英语专业大一两个平行班为试验对象，对其中一个班级实行过程写作教学法，而在另一个班级仍然采用传统的教学方法，实验前两个班级均未被告知这一实验。通过试验前的测试和问卷发现，两个班，无论是在写作能力还是对写作的态度上并无太大的差别。而通过对试验后的测试数据和问卷调查的分析可以看出两个班不论在写作能力还是在对写作学习的态度上都出现了差别。实验班在这两方面都要优于控制班，因此我们可以看出:过程教学法对商务英语专业的写作教学有提高作用。它不仅能够提高学生的学习兴趣，学习动力，还能培养学生的合作精神和解决问题的能力，为将来的工作做好准备，同时，也能提高学生的写作能力。

目录

ACKNOWLEDGEMENTS

ABSTRACT

摘要

CONTENTS

Chapter One Introduction

1．1 Research Background

1．1．1 The Importance of English Writing for Business English Majors

1．1．2 The Current Situation of English Writing in Business English Majors

1．2 Organization of the Thesis

Chapter Two Literature Review

2．1 Researches on Process Approach at Home and Abroad

2．1．1 Researches on Process Approach Abroad

2．1．2 Researches on Process Approach at Home

2．2 Theoretical Foundation of Process Writing

2．2．1 Flower and Hayes’ Cognitive Process Theory

2．2．2 Communicative Theory

2．2．3 White and Arndt’s Diagram of Process Writing

2．3 Definition and Features of Process Approach

2．3．1 Definition of Process Approach

2．3．2 Features of Process Approach

2．4 Specific Presentation of the Process Approach to Writing

2．4．1 Stages of Process Writing Approach

2．4．2 The requirements of process approach to writing

2．5 Advantages and Disadvantages of Process Approach

Chapter Three Research Design and Methodology

3．1 Research Objectives

3．2 Hypothesis of the Study

3．3 Research Subjects

3．4 Research Instruments

3．4．1 Interview before the Experiment

3．4．2 Pre-test before the Experiment

3．4．3 Questionnaire before the Experiment

3．4．4 Interview after the Experiment

3．4．5 Post-test after the Experiment

3．4．6 Questionnaire after the Experiment

3．4．7 Marking Standard

3．5 Research Procedure

3．5．1 An Interview with the Students before the Experiment

3．5．2 Data Collection and Analysis of Scores of Pre-test

3．5．3 Data Collection and Analysis of the Questionnaire before the Experiment

3．5．4 Application of Process Approach to English Teaching in Practice

Chapter Four Results and Discussion

4．1 Data Collection and Analysis of the Post-test Examination

4．2 Data Collection and Analysis of Questionnaire after the Experiment

4．3 An Interview with the Students after the Experiment

4．4 General Discussion

Chapter Five Conclusion

5．1 A Summary of the Findings

5．2 Pedagogical Implications

5．3 Limitations of the Study

5．4 Suggestions for Further Research

References

Appendix Ⅰ Students’ Scores of Pre-test

Appendix Ⅱ Students’ Scores of Post-test

Appendix Ⅲ Interview with Undergraduates

Appendix Ⅳ Questionnaire

Appendix Ⅴ Pre-test and post-test

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