硕士论文：过程法在高中英语写作教学中的应用.pdf

3 过程法在高中英语写作教学中的应用过程法在高中英语写作教学中的应用 专业：英语 方向：英语教学法 摘 要 硕士研究生：谭俊 指导教师：刘素华 写作作为语言四大基本技能(听，说，读，写)之一,在交际中 起着重要的作用，也越来越多地受到重视，写作能帮助学生有效 掌握英语且清楚反映学生的综合语言水平。 写作是一项复杂的脑力劳动，近年来，由于新课程标准中写 作目标的颁布，以及高考写作评分标准的变化，越来越多的高中 英语教师意识到写作教学的重要性。尽管教师和学生都付出很大 的努力，英语写作对大多数学生来说仍然有一定的困难。造成这 样结果的主要原因是我们的教学实践受到传统的结果教学法的影 响，事实上，写作过程是循环的、非线性的，学生在写作时经历 写前准备、初稿、反馈、修改、定稿等阶段是符合写作规律的。 本论文试图将过程教学法引入高中英语写作教学中,以提高 中学生在书面上运用英语的能力,从而提高学生的英语的综合素 质。 与传统的结果法相比，过程法的好处在哪里？它是否适合中 国高中英语教学？回答这些问题，就要在实践的基础上做研究。 论文系统的分析了过程写作法的形成背景，理论基础，主要 4 特征和操作过程。通过对过程写作法的应用和调查，本论文证明 了其实践价值所在。 本文共分三章节来写，第一章，论文分析了高中英语写作教 学的当前形势，以及对传统英语写作教学模式的改革的必要性； 第二章，对过程教学法的产生，背景，定义，特征，及阶段和优 势做了简要分析，同时结合过程写作法的特点对其所涉及的合作 性学习理论进行了阐述。第三章， 通过实践应用过程法英语写作 教学，做了认真的问卷调查，得出结论：过程写作法有助于提升 学生的英语写作能力；学生能够适应此教学法且逐渐树立写作的 自信心以及学习和使用英语的兴趣。 最后，作者建议结合中国学 生实际情况在高中英语写作教学中灵活使用过程教学法。 关键词：高中英语写作 过程教学法 应用 合作性学习理论 5 process approach to efl writing teaching in senior high school abstract ma candidate: tan jun supervisor: liu suhua as one of the four important skills of language learning (listening, speaking, reading and writing), writing plays a vital role in communication, which is being paid more and more attention to. writing can help students master language effectively and reflect students integrated language level. writing is a complex mental work. in recent years, more and more teachers have realized the important role of writing in english language teaching. the trend seems to have been reinforced by the new writing objectives in the newly promulgated senior high school english curriculum criterions and new marking criteria of national matriculation english test (nmet.) yet, despite the numerous efforts made by teachers and students, english writing is still the most challenging and demanding course for most students. one major factor accounting for this fact is that our teaching practice still falls back on the traditional product approach. such practice seems to have ignored cognitive factors of the writing process. the writing process is 6 recursive and non-linear. while writing, students exhibit a variety of behaviors such as pre-writing, drafting, responding, revising and editing. the major concern of the present thesis is to explore and apply the process approach to teaching writing that may be suitable for chinese high school students and to verify its effectiveness and feasibility. the study attempts to answer the following research questions: compared with the traditional product approach, what are the advantages of the process approach? is it suitable for senior high school english class in china? in order to answer these questions, its necessary to do severe researches on the basis of practice. this paper systematically probes into the formation of the process approach and its essence, main features and the basic operational model as well. based on the survey and the application, this paper proves the practical value of the process approach. first, the thesis discusses the current situation of english writing and points out the necessity of reforming the traditional writing teaching model and the feasibility of the process writing method in theory. second, the thesis gives a definition of the process approach, explores its formation, essence and main features. third, the thesis focuses on the application on improving senior high school students english writing by means of the process approach .according to the result of the application, we conclude that the students were favorable to the new method and consequently felt more confident in their own 7 writing ability and in their use of english. finally, the writer suggests the process approach should be used flexibly to create a new model for writing teaching in senior high school english language teaching in china. key words：english writing in senior high school；process approach；application; theory of cooperative learning , 8 contents introduction .1 chapter one: current situation of efl writing in senior high schools in china.4 1.1. importance of english writing teaching.4 1.2 the writing requirements of new english curriculum criterions .8 1.3 the problems in english writing teaching.13 1.3.1teachersproblems.13 1.3.2 students problems14 1.3.3problems in assessment 16 chapter two: literature review18 2.1 product approach .18 2.2 definition of process approach19 2.3 features of process approach 21 2.4 stages of the process approach 22 2.4.1 pre-writing.22 2.4.2 drafting.23 2.4.3 responding.24 2.4.4 revising.25 9 2.4.5 final draft.25 2.5. advantages of the process approach 26 2.6. cooperative learning and process writing.28 chapter three: application and suggestions of the process approach to efl writing.33 3.1. a sample teaching 33 3.2. questionnaire on attitude, motivation and confidence about writing .36 3.3 suggestions of the process approach to efl writing .39 3.3.1 helping students to generate ideas.40 3.3.2 providing practice in planning.41 3.3.3 developing a sense of audience.42 3.3.4 encouraging students in revision strategies.43 3.3.5 focusing on peer responding and cooperative learning44 3.3.6. fostering positive assessment.45 3.4. some problems existing in the study48 conclusion 50 bibliography .53 acknowledgements.58 appendices60 10 introduction with the social development and economic growth, chinese citizens are required to have a higher foreign language level. english teachers are supposed to be aware of the english writing skills and pay special attention to it. thus, writing is one of the skills the students must master in order to their english learning. many experts and scholars emphasize the importance of english writing. however, we must admit that we have poor teaching experience in writing. the students english writing skill needs to be improved urgently. so it is natural that every english teacher should be concerned about how to improve students writing skills. with the reform of the english curriculum and teaching methods, a series of teaching approaches of english writing have appeared among which the process approach of writing has already been researched and experimented. however, a good teaching approach cannot have desirable result unless it is operated in a suitable environment and by effective strategies. in the traditional classroom, information between the teacher and the student is conveyed in one-way pattern. the teacher occupies most time of the period, controlling the teaching activities, which goes against the current teaching idea that students should be the center of the classroom activities. teacher-centered classes begin by finding out what the students dont know. these classes operate on the assumption that there is a great deal of information that students lack and that the 11 teacher and textbooks will impact that information to the students. teachers who hold this assumption view students as plants waiting passively to be fed and watered. whats mentioned above leads to a bundle of contradictions, so the education commission of china emphasizes the transition from teacher-centered orientation to learner-centered orientation .under these circumstances, mutual communication between teacher and student, student and student should be encouraged. during the writing process, small group members can learn from each other, help and encourage each other, and overcome their weaknesses by acquiring others suggestions, thus the pressure and nervousness produced in the traditional writing classroom are sure to be reduced. in fact, the students should be regarded as explorers, active learners who bring a great deal to the learning process and at the same time, draw from their environment as they develop new understandings. thus, classes should be learner-centered, with meaningful, functional activities. the basic principle will be used in the teaching of writing. the students academic motivation is aroused. therefore students writing ability is improved. in view of these reasons, the research of this thesis is necessary. the significance of this thesis includes: 1) it is expected to be helpful to promote students interest in english writing and improve the students poor english writing ability. 2) it is helpful for english teachers to raise their working 12 efficiency. 3) it is helpful to promote the reform of education in english writing teaching; 13 chapter one current situation of efl writing teaching in senior high school 1.1.importance of english writing teaching writing, like all other aspects of language, is communicative. we may think about what we write in real life. we write e-mails, lists, notes, letters, reports. all of these writing tasks have a communicative purpose. in the english language classroom, however, writing often lacks this kind of purpose. why? there are lots of reasons. “writing is an extremely complex cognitive activity in which the writer is required to demonstrate control of a number of variables simultaneously. at the sentence level, these include control of content, format, sentence structure, vocabulary, punctuation, spelling and letter formation. beyond the sentence, the writer must be able to structure and integrate information into cohesive and coherent paragraphs and texts. ”(shu baimei, 2005,217) . as we all know, there are four languages skills in our english teaching, listening, speaking, reading and writing. writing is very important in the course of the human civilization history and the progress of the social development, for writing is one of the most important ways to record the human civilization history and prompt the development of human society. it is also known to us that the mastery of english is essential for us to get the information which is 14 published in english, and english is used at most of the important academic meetings. in a world where science and technology are developing quickly, it is necessary for people from all over the world to exchange ideas frequently or work together to solve complicated problems. people who come from different countries and speak different languages, need a common language that can be understood by everybody. then english is the first language to serve the purpose because many people of the world can speak, read and write in english. to some extent, if one has a mastery of english, we can say he is holding one of the powerful weapons for academic studies. in recent years, writing is becoming more and more important english teaching of senior high school, the score of writing in senior english test has changed from 10 points to 35 points (see appendix 1) since 2007 in most of the provinces. in addition, writing can help students master language effectively and reflect students integrated language level. its well known to us that writing serves many purposes, when we write, we compose meaning, we put together facts and ideas and make something new. some sentences are general and some specific, some expand a point and others qualify it, some define and others illustrate. writing also contributes to the way we learn. when we take notes during lessons or as we read, writing enables us to sort out the information and highlight what is important. outlining or summarizing the new information provides an overview of the subject and also 15 fosters close analysis of it. thus, writing makes us more and more effective learners and critical thinkers. writing makes another important contribution to learning. as it is always a component of new meaning, writing helps us find and establish our own networks of information and ideas. it allows us to bring together and connect new and old ideas. writing enables us to clarify and deepen our understanding of a new concept and find ways to connect it with other ideas within a discipline. thus, writing tests, clarifies and extends understanding. writing still contributes to personal development. as we write, we become more impactful thinkers and active learners, and we come eventually to a better understanding of ourselves through the recording, clarifying, and organizing of our personal experiences and our innermost thoughts. apart from contributing to the way we think and learn, writing also helps us connect with others. sometimes we want to influence our readers decisions, actions, even beliefs. or we may want to amuse or flatter them. writing allows us to overcome our isolation and communicate in all these ways. in relation to english teaching, the role of writing to reinforce other language skills is important for many reasons: reinforcement, language development, learning style and, most importantly, writing as a skill in its own right included. (jeremy harmer, 2000, 79) (1)reinforcement: students are more impressed by exercises that are written and handed in than by those that are practiced orally. beginners who are assigned no written work but only oral work often 16 get the wrong impression that there is no homework at all. for students who are not highly motivated, the only successful way to make them open their english books outside the class is to assign written work as homework. besides, students often find it useful to write sentences using new language points shortly after they have studied them. (2)language development: writing helps to consolidate the students grasp of vocabulary and structure, and complements the other language skills. the act of writing down words or phrases or sentences helps to reinforce the learning in the classroom. by checking their written exercises, teachers can evaluate the students progress in learning and determine their true comprehension of the structures being learned, thus gaining a clearer view of what they have mastered and what they have not. (3)learning style: some students are fantastically quick at picking up language just by reading and listening. for the rest of us, it may take a little longer. for many learners, the time to think things through, to produce language in a slower way, is invaluable. writing is appropriate for such learners. it can also be a quiet reflective activity instead of the rush and bother of interpersonal face-to-face communication. (4)writing as a skill: just as it was mentioned above, by far the most important reason for teaching writing, of course, is that it is a basic language skill, just as important as speaking, listening and reading. students need to know how to write letters, how to put written 17 reports together, how to reply to advertisements and increasingly, how to write by using electronic media. part of our job is to help them that skill. 1.2 the writing requirements of new english curriculum criterions with the trend of globalization, every country has to establish communications with other countries. in the process of communication, one of the most important things is to understand each other. english has become the most popular language used by most people, native or non-native, in foreign trade and international affairs. using english not only means reading english materials and listening to english radio, but also means exchanging information in english. for instance, the internet is widely used today. if students want to communicate with foreigners in a chat room, they have to write in english. it is the same when they want to send e-mails to their friends in other countries. at least, they should write english letters that can be understood by their friends. it implies that their english writing should be good enough to ensure successful communication in their daily life. so the new english curriculum criterions formulated by the ministry of education in 2003 made still greater demands on writing teaching for chinese senior high schools. naturally, english is an important language in foreign language education in senior middle schools. the main purposes of the english curriculum reform in senior schools are: 18 to establish new foreign language teaching beliefs, making curriculum designs and contents modern, fundamental and selective; to establish a flexible system of curriculum objectives, making it more directive for english teaching at different stages and in different areas; to set up a diversified and open assessment system of english curriculum, making it really an integral part of teaching; to set up regular systems of both english course and rich curriculum resources, ensuring the successful implementation of english curriculum. new english curriculum criterions adopt graded objective system. there are 9 grades in all, among which, the objective of the seventh grade is the one that senior high school students must achieve when they graduate, and objectives of grade 8 and 9 are designed for those students who are willing to further improve their comprehensive language competence. the new english curriculum criterions provide the basis for planning and organizing teaching, compiling teaching materials and testing teaching quality. the present discussion will be focused on the part of writing requirements designed in the new english curriculum criterions for full-time senior high schools. it requires that different bands of english levels should be achieved at different stages. here are the writing objectives of english course at different stages (national english curriculum for common senior middle schools ) (see appendix 2)： with reference to the writing abilities, the writing objective of grade 6 includes the following requirements: 19 be able to write notes and brief letters in good handwriting in a correct form be ab