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重点论文网    文科论文    英语论文    通过说写结合来提高初中生的写作能力
创建时间:10-28

通过说写结合来提高初中生的写作能力

 

A STUDY ON THE IMPROVEMENT OF MIDDLE SCHOOL STUDENTS’ WRITING BY COMBINING SPEAKING AND WRITING

摘    要
随着中小学教育改革的不断发展,英语教学改革也不断地深入。写作是英语教学的重要部分,也是培养学生们英语学习综合能力的体现。然而,在实际教学中,教师对培养初中学生英语写作能力不够重视,因而直接导致了学生英语运用能力较差,所以提高学生的英语表达能力是一个亟待解决的问题。针对这一问题,笔者认为,要想提高学生的写作表达能力,根本的出路就在于强调英语的使用,训练学生如何正确地使用英语。在英语学习中,说与写都都属于产出性的技巧,把说和写结合起来训练学生的写作过程,事实上就是提高产出性技巧的过程。因此,笔者在此项教学实验中,没有按照一般传统教学模式下的把写作孤立起来,而是先从说入手,以说促写,从而达到写作能力提高的目的。

关键词:写作;口语;结合;提高

ABSTRACT
With the growing development of education reform at primary and middle school, the teaching education in English has also developed in depth. Writing is an important part of English teaching, it can also reflect students’ comprehensive ability to learn English. However, in the process of English teaching, teachers pay little attention to Junior Middle School students’ writing ability, which has a direct influence on students’ ability to use English. Therefore, how to improve students’ ability to express English is becoming an increasingly important issue. In this context, the author of the thesis thinks that the fundamental way to improve students’ writing ability is to emphasize the use of English and do teachers’ best to train students to improve English level by using English. In English learning, both speaking and writing belong to productive skills. The process of combining speaking and writing as a way to improve writing skills is actually a process to improve the productive skills. Therefore, in the teaching experiment, in contrast with the traditional way of teaching English writing, the author does not separate writing from other English skills, rather, the author combines speaking and writing. The author thinks that writing can start from speaking and speaking can promote writing, thus it can improve writing ability.

Key words:writing; speaking; combine; improve


Contents    

1. Introduction    1
2. Literature Review    2
2.1 The present situation of English writing teaching in China    2
2.2 The New Curriculum Standard    3
2.3 The definition and the nature of speaking    4
2.4 The definition and the nature of writing    4
2.5 The standards of a good writing    5
2.6 Previous studies of the combination of writing and speaking    5
2.7 Summary    6
3. Research Methodology    8
3.1 Objective of the research    8
3.2 Hypothesis    8
3.3 The experiment    8
3.3.1 Subjects    8
3.3.2 Research instruments    9
3.3.3 Procedure    9
3.4 Summary of the practice    11
4. Results and Discussion    12
4.1 Analysis of the pre-test writing level of students    13
4.2 Analysis of the post-test writing level of students    13
4.3 Analysis of the pre-questionnaire    14
4.4 Analysis of the post-questionnaire    15
5. Conclusion    17
Acknowledagements    19
References    20
Appendix I    21
Appendix II    21
Appendix III    22
Appendix IV    23
 

1.Introduction

Nowadays English has become an international language for communication. Of the basic English skills, writing has been neglected for a long time in language teaching, especially in junior middle schools. However, with the implementation of English New Curricular Standards[1], much attention has been paid to the comprehensive ability of Junior Middle School students. As a result, teachers and educators have begun to find an effective way to improve students’ writing ability. In this thesis, the author supposes a different combination way in teaching writing, that is, to combine speaking and writing to improve writing. As productive skills, English speaking and writing can reflect the students’ comprehensive ability to use the language[2]. Therefore, teachers should adopt more varied ways to train students’ ability to use English in writing compositions.
During the period of the author’s internship in a private middle school, the author did some survey and questionnaires, and did an experiment in two classes.
In a word, combining students’ speaking and writing skills to improve their abilities is a relatively new try in English teaching. And it is expected that this research on promoting English writing achievement can provide helpful implication for English teaching.
 
2. Literature Review 

The study on the second language acquisition has been under way since English came into China. As we know, listening and reading are the input in English learning, while speaking and writing are the output in English learning[3]. The impact of output on the other components of the whole second language acquisition process shows the importance of producing output. Based on Swain’s(1985) observation, Swain[3] proposes the “Comprehensible Output Hypothesis”, arguing that comprehensible input is insufficient for successful second language acquisition and that learners must also be given the opportunities to produce comprehensive output. Therefore, combining speaking and writing is a new method of teaching English writing on the basis of Swain’s “Comprehensible Output Hypothesis”.
2.1 The present situation of English writing teaching in China
As we know, many serious problems exist in the current teaching of English writing, which is seriously impeding the improvement of students' English ability. The fact is that many English teachers do not understand the essence of teaching English writing and seldom examine the teaching approaches and strategies thoroughly[4]. The typical problems in the teaching method of English writing are as follows[5]:
(1)Paying little attention to English writing
For a long time, as a result of concentration on traditional approaches, the teaching of English writing was neglected. Most teachers lay much stress on grammars, vocabulary and reading comprehension, they think only in such a teaching method can students get high mark and acquire English learning skills[6]. We spend not much time practicing English writing, which is stressed only before the college entrance examination, and that the limited practice is designed for nothing but a test of written expression, instead of improving English teaching and learning as a whole.
(2)Stressing the product, ignoring the process
In the traditional teaching of English writing, students’ compositions are judged by teachers according to their final products. Teachers often neglect the writing process of planning, drafting and reviewing[7]. In the teaching of English writing, grammar structures are emphasized too much, while the practice of writing as a whole is not given enough attention.
(3)Teacher-centered, neglecting students’ factual need
 

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