过程体裁教学法在高中英语写作的应用.doc

1. Both process genre approach and product approach can improve the studentsEnglish writing achievement.2. Through the teaching experiment for one semester and according to statistical dataanalysis, the effectiveness of the process genre approach to teaching writing has beenverified. The two test class scores have improved after the test; however, the experimentalclass improves significantly.3. Process genre approach practices much better to improve students active attitudesand interests in English writing and cultivate students good writing habits.From the above experiments can be seen, the process genre approach has certainadvantages. But the application of any kind of teaching method is not omnipotent andimperfect, the process genre approach is no exception. The process genre approach is stillin practice in college English writing teaching in China. It not only combines with thepractice of teaching English writing, but also adapts to the current English examinationsystem.Key Words: English writing, process genre approach, product approach, writing interest,writing achievementAbstractForeign language teaching has been the focal point of teaching reform in colleges anduniversities and the teaching English writing is the priority among priorities and is animportant standard to measure the students English level. At present, since the collegeEnglish writing teaching still uses traditional product approach, process approach andgenre approach for training, English writing for both teachers and students are a hugeproblem. Thus, new methods of teaching English writing need to be further studied, toovercome the defects of the existing writing methods and improve the current situation ofEnglish writing teaching in university.This study, based on reviewing the teaching methods of writing, explores a newteaching mode, which is named the process genre approach. The principles of the approachare: writing takes place in a social context, and is a reflection of a particular purpose;through the analysis of model text and discussion with peer learners and teachers, learnerscan get sufficient input from text, teachers and peer learners; in the writing process,learners can acquire linguistic knowledge and strategy training. Process genre approachcorrects the disadvantages of the traditional teaching methods. It not only plays a directingrole of teacher and model text, but also stimulates the students initiative which improvesthe writing interest and writing scores. The effectiveness and feasibility on collegenon-English majors writing teaching are proved by experiments. The author also putsforward valuable suggestions for the future related studies.This study adopts the method of quantitative and qualitative analysis. The participantsare 60 non-English major sophomores enrolled in 2011 who come from two classes ofCollege of Arts and Science Bohai University. The teaching time is 15 weeks. In thecontrol class, the product approach is conducted while process genre approach is carriedout in the experimental class. Through questionnaires, comparative analysis of scores intwo classes before and after the experiment and 10 students interview in the experimentalclass, the author attempts to verify the three hypotheses as follows:1. Both product approach and process genre approach have the contribution toimproving students writing achievement.2. The process genre approach in teaching writing can more significantly improvestudents writing achievement than traditional product approach.3. The process genre approach can inspire students interests, build up active attitudesand cultivate students good habit of writing.Results and discussion:iv作教学中仍处于实践阶段，它既要与我国现行的英语写作教学实践相结合，也要适应现行的英语等级考试制度。关键词：英语写作；过程体裁法；成果教学法；写作兴趣；写作成绩vContentsChapter One Introduction .11.1 Background of the study.11.1.1 Situation of students learning of English writing .31.1.2 Situation of present teaching of English writing .41.2 Significances of the study.41.3 Purpose of the study .51.4 Layout of the present study .6Chapter Two Literature Review.82.1 Current research in teaching English writing .82.1.1 Product approach .82.1.2 Process approach .92.1.3 Genre approach. 112.1.4 The comparison of the three approaches .122.2 The process genre approach .132.2.1 The principle of the process genre approach .132.2.2 The teaching procedure for the process genre approach .142.2.3 Teachers and students roles in process genre approach.162.3 Theoretical foundation of process genre approach.172.3.1 Constructivism.172.3.2 Genre Analysis Theory .182.3.3 Schema Theory .182.3.4 The Theory of Language Acquisition .182.4 Research abroad and at home .192.4.1 Related studies abroad .192.4.2 Related studies in China .20Chapter Three Methodology .223.1 Objectives .223.2 Subjects.223.3 Instruments .233.3.1 Questionnaire.233.3.2 Pre-test and post-test.233.3.3 Interview.243.4 Training procedure.25iii摘 要外语教学一直是高校教学改革的重点，其中英语写作教学是重中之重，是衡量学生英语水平的重要尺度。目前国内普通高校写作教学仍然采用传统的成果教学法、过程法和体裁法，英语写作无论对于教师还是学生都是一个巨大的难题。因此，新的写作教学方法有待于进一步研究，从而克服现有写作方法的缺陷，改善大学英语写作教学现状。此项研究在回顾写作教学方法的基础上，探索了一种新的教学模式，即：过程体裁教学法。过程体裁教学法的写作原则认为：写作本质上是一种受情景制约并由交际目的决定的交际手段。写作过程既可以学习语言知识，又可以学习写作技巧。把过程体裁教学法应用于英语写作教学，通过范文讲解、集体仿写、小组互改和教师批改等步骤，学生可以分别或同时从范文、同学和教师那里获得必要的写作知识或技能输入。这种教学过程一改传统写作教学方法的弊端，既能发挥教师和范文的指导作用，又能激发学生的主动性，真正提高学生的写作兴趣和作文成绩。通过实验验证了此种方法在大学非英语专业学生写作教学中的有效性和可行性，并且对今后的相关研究提出了宝贵意见。此项研究采用定量和定性研究相结合的方法,在渤海大学文理学院 2011 级管理系随机抽取两个班，共 60 人组成控制班和实验班进行 15 周的教学实验。实验班采用过程体裁法的写作教学模式，控制班采用传统的成果教学法，通过问卷调查和两班学生实验前后成绩的对比分析以及来自实验班 10 名学生的访谈,作者试图验证以下三个假设：1. 过程体裁教学法和成果教学法都能提高学生的英语写作成绩；2. 与成果教学法相比，过程体裁法能明显地提高学生的英语写作成绩；3. 过程体裁法可以提高学生的英语写作兴趣，转变写作态度，培养良好的写作习惯。结果与讨论：1. 实验后，实验班和控制班学生的英语写作成绩都得到了提高；2. 通过一学期的教学实验，根据数据统计分析，过程体裁教学法在写作教学中的有效性得到了验证，两个测试班的后测作文成绩都有提高，但实验班提高的幅度更大；3. 在实施过程体裁教学法后，通过问卷和访谈得知，实验班的学生提高了英语写作的兴趣，写作态度更加积极，养成了良好的英语写作习惯。从以上实验可以看出，过程体裁教学法有一定的优越性。但任何一种教学法的应用都不是万能的和完美的，过程体裁教学法也不例外。过程体裁法在我国高校英语写vi3.4.1 A teaching example based on the process genre approach. 253.4.2 A teaching example based on the product approach . 293.5 Data collection. 31Chapter Four Analysis of Experiment Results . 334.1 Analysis of questionnaire . 334.2 Analysis of pre-test and post-test . 364.2.1 Comparisons of pre-test between CC and EC. 364.2.2 Comparisons of post-test between CC and EC . 374.2.3 Comparisons of writing performance within classes . 384.2.4 Distribution of writing achievement in CC and EC . 394.3 Analysis of the interview. 41Chapter Five Conclusion . 425.1 Major findings . 425.2 Implications for teaching writing . 435.3 Limitations and recommendations for further research . 45Bibliography . 48Appendix I. 52Appendix . 53Appendix . 54Appendix . 55作者攻读学位期间发表的学术论文目录3explore the advantages and disadvantages of the traditional product approach with theprocess genre approach in the integrated classroom course by conducting the sophomoresfrom College of Arts and Science Bohai University, who are the representatives of thestudents from the independent colleges and universities. It aims to provide reference tocollege students, EFL educationalists and practitioners, for the future study and furtherresearch.1.1.1 Situation of students learning of English writingIt is difficult for students to develop and learn the progress of writing. In manycountries, education systems lay stress on writing for taking exams. For the majority ofstudents, the one and only reason for practicing writing is to pass the exam and to get agood mark in the class. It is impossible for students to be interested in writing and makesstudents feel no real sense of view or purpose of a target audience.To have a better understanding of the situation, a survey is carried out by asking thestudents to write a composition (See Appendix ). For the writing task, the participantsare not informed in advance that they will write something in class, nor about the topic. Nooutline is offered and they are asked to complete the first draft in 30 minutes and revise itin 10 minutes. Dictionary and any reference book or discussion on the topic is forbidden.The questionnaire (See Appendix ) is distributed in classroom after the writing tasks.According to the writings, the researcher finds that many problems, both language andbeyond language, result in the poor efficiency teaching and learning writing at Chineseindependent colleges. Based on the results of the present study concerned, causes of theproblems are analyzed in the following respects:(1) Through the test and questionnaire, most of the students recognize the importanceof English writing in the English examination, but they do not agree to the degree ofdifficulty of English writing. Only a few students are interested in writing. Few studentsthink that writing is to communicate, not just for the exam. It shows that the studentsthinking has fastened on the examination-oriented education.(2) Most of the students are not concerned about the English culture background inlearning and in life and dont realize the input of effective information. They are influencedby mother tongue. Zhou Sui (2005) said, “Full of twists and turns, flashy without substance,lack of coherence and logic”. The students do not pay attention to the basic structure andcharacteristics of different genres of English writing. At the same time, there are fewstudents collecting the material and reading text before writing.(3) In the process of writing, the students dont pay attention to the use of appropriate1Chapter One IntroductionLanguage is not only the subject of action but also a tool for communication andthinking. People have relied on words to communicate since they have been created, fortheir special characteristics of passing on information across time and space. With thedevelopment of the global economic and social activities, English is more and more widelyused in the world. The aim of language courses is commonly defined in terms of five skills:listening, speaking, reading, writing and translating. It has tended to concentrate on spokenlanguage, but writing is an ignored part in language teaching for a long time. Kroll (1994)said, “For anyone of the people who use the language, writing is often a difficult skill tomaster. That is to say, regardless of learning mother tongue, or for people to learn a foreignlanguage, writing is a challenge work.” Learning to write is one of the most difficult tasksthat a learner encounters, as writing involves many different areas of knowledge and skills.Therefore, English writing is progressively stressed. This chapter mainly offers the readersthe background and the necessities of the study.1.1 Background of the studyXiao Jianzhuang (1997) said, “English writing has a very high practical value”. It isobvious that English, as one of the international languages and an importantcommunicative tool, is widely used in a number of fields with the development of theinternational communication and globalization; and nowadays it is becoming increasinglyimportant and indispensable with the rising status of China in the world. Swain (1995) said,“Writing helps learners test the syntactic structure of the target and the use of thevocabulary, promote the automation of language use, and effectively achieve the aim oflanguage acquisition.” Through writing, students internalize the knowledge of genericstructure and language features and develop the English skills.But English as a foreign language (EFL) in China, its learning and teaching is acomplex project. Even if the government has been reinforcing improving students Englishlearning abilities; educators have been searching for various approaches to find out themost ideal one for application; and teachers have practiced rich methods to help studentslearn English better; still many problems and difficulties are standing in the way to thetarget. Thus, constant experiments, investigations, researches and observations are been2carried out to find more effective and functional ways to enhance English learning andteaching.As for English writing, EFL educationalists and practitioners have explored andpracticed different ways to improve students writing skills both at home and abroad. Since1960s, various approaches have been applied in the EFL writing, especially the productapproach, the process approach, the genre approach, and the process genre approach in theworld. For decades the studies on the approaches have also made great achievement inChina. The product approach is accepted and has played an ascendant role for many years.The process approach, the genre approach, and the process genre approach havent drawnteachers and experts attention until the recent years.The product approach, the process approach, the genre approach, and the processgenre approach are being discussed and applied in EFL learning and teaching practice.Each of these approaches has their advantages and disadvantages, which is argued. Forexample, the product approach stresses on that students need linguistic knowledge on thetarget text, and that imitation is one of the accesses of learning. But this approach does notgive enough attention to writing skills such as planning, gathering information, etc.Students work on their pieces of writing by means of their own existing topic knowledge,so they lack rich content in their articles. The process approach takes the writing skillsseriously. It thinks that prewriting is very important for training students writing abilitiesand students have enough time to draft and rewrite, which can develop the thinkingabilities. Activities in the classroom make students learn actively rather than passively. Butthe same set of processes is used in writing all kinds of texts, and the genre of the text isnot concerned, the input of linguistic knowledge is inadequate, and freewheeling strategiesin the initial stage of drafting are likely to disorder students i