过程体裁教学法在高中英语写作的应用.docx

过程体裁教学法在高中英语写作的应用.docx

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过程体裁教学法在高中英语写作的应用

1.Bothprocessgenreapproachandproductapproachcanimprovethestudents’

Englishwritingachievement.

2.Throughtheteachingexperimentforonesemesterandaccordingtostatisticaldata

analysis,theeffectivenessoftheprocessgenreapproachtoteachingwritinghasbeen

verified.Thetwotestclassscoreshaveimprovedafterthetest;however,theexperimental

classimprovessignificantly.

3.Processgenreapproachpracticesmuchbettertoimprovestudents’activeattitudes

andinterestsinEnglishwritingandcultivatestudents’goodwritinghabits.

Fromtheaboveexperimentscanbeseen,theprocessgenreapproachhascertain

advantages.Buttheapplicationofanykindofteachingmethodisnotomnipotentand

imperfect,theprocessgenreapproachisnoexception.Theprocessgenreapproachisstill

inpracticeincollegeEnglishwritingteachinginChina.Itnotonlycombineswiththe

practiceofteachingEnglishwriting,butalsoadaptstothecurrentEnglishexamination

system.

KeyWords:

Englishwriting,processgenreapproach,productapproach,writinginterest,

writingachievementAbstract

Foreignlanguageteachinghasbeenthefocalpointofteachingreformincollegesand

universitiesandtheteachingEnglishwritingisthepriorityamongprioritiesandisan

importantstandardtomeasurethestudents’Englishlevel.Atpresent,sincethecollege

Englishwritingteachingstillusestraditionalproductapproach,processapproachand

genreapproachfortraining,Englishwritingforbothteachersandstudentsareahuge

problem.Thus,newmethodsofteachingEnglishwritingneedtobefurtherstudied,to

overcomethedefectsoftheexistingwritingmethodsandimprovethecurrentsituationof

Englishwritingteachinginuniversity.

Thisstudy,basedonreviewingtheteachingmethodsofwriting,exploresanew

teachingmode,whichisnamedtheprocessgenreapproach.Theprinciplesoftheapproach

are:

writingtakesplaceinasocialcontext,andisareflectionofaparticularpurpose;

throughtheanalysisofmodeltextanddiscussionwithpeerlearnersandteachers,learners

cangetsufficientinputfromtext,teachersandpeerlearners;inthewritingprocess,

learnerscanacquirelinguisticknowledgeandstrategytraining.Processgenreapproach

correctsthedisadvantagesofthetraditionalteachingmethods.Itnotonlyplaysadirecting

roleofteacherandmodeltext,butalsostimulatesthestudents’initiativewhichimproves

thewritinginterestandwritingscores.Theeffectivenessandfeasibilityoncollege

non-Englishmajorswritingteachingareprovedbyexperiments.Theauthoralsoputs

forwardvaluablesuggestionsforthefuturerelatedstudies.

Thisstudyadoptsthemethodofquantitativeandqualitativeanalysis.Theparticipants

are60non-Englishmajorsophomoresenrolledin2011whocomefromtwoclassesof

CollegeofArtsandScienceBohaiUniversity.Theteachingtimeis15weeks.Inthe

controlclass,theproductapproachisconductedwhileprocessgenreapproachiscarried

outintheexperimentalclass.Throughquestionnaires,comparativeanalysisofscoresin

twoclassesbeforeandaftertheexperimentand10students’interviewintheexperimental

class,theauthorattemptstoverifythethreehypothesesasfollows:

1.Bothproductapproachandprocessgenreapproachhavethecontributionto

improvingstudents’writingachievement.

2.Theprocessgenreapproachinteachingwritingcanmoresignificantlyimprove

students’writingachievementthantraditionalproductapproach.

3.Theprocessgenreapproachcaninspirestudents’interests,buildupactiveattitudes

andcultivatestudents’goodhabitofwriting.

Resultsanddiscussion:

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v

Contents

ChapterOneIntroduction...................................................................................................1

1.1Backgroundofthestudy...........................................................................................1

1.1.1Situationofstudent’slearningofEnglishwriting.........................................3

1.1.2SituationofpresentteachingofEnglishwriting...........................................4

1.2Significancesofthestudy.........................................................................................4

1.3Purposeofthestudy.................................................................................................5

1.4Layoutofthepresentstudy......................................................................................6

ChapterTwoLiteratureReview..........................................................................................8

2.1CurrentresearchinteachingEnglishwriting...........................................................8

2.1.1Productapproach...........................................................................................8

2.1.2Processapproach...........................................................................................9

2.1.3Genreapproach............................................................................................11

2.1.4Thecomparisonofthethreeapproaches.....................................................12

2.2Theprocessgenreapproach...................................................................................13

2.2.1Theprincipleoftheprocessgenreapproach...............................................13

2.2.2Theteachingprocedurefortheprocessgenreapproach.............................14

2.2.3Teachers’andstudents’rolesinprocessgenreapproach.............................16

2.3Theoreticalfoundationofprocessgenreapproach.................................................17

2.3.1Constructivism.............................................................................................17

2.3.2GenreAnalysisTheory................................................................................18

2.3.3SchemaTheory............................................................................................18

2.3.4TheTheoryofLanguageAcquisition..........................................................18

2.4Researchabroadandathome.................................................................................19

2.4.1Relatedstudiesabroad.................................................................................19

2.4.2RelatedstudiesinChina..............................................................................20

ChapterThreeMethodology.............................................................................................22

3.1Objectives...............................................................................................................22

3.2Subjects...................................................................................................................22

3.3Instruments.............................................................................................................23

3.3.1Questionnaire...............................................................................................23

3.3.2Pre-testandpost-test....................................................................................23

3.3.3Interview......................................................................................................24

3.4Trainingprocedure..................................................................................................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vi

3.4.1Ateachingexamplebasedontheprocessgenreapproach..........................25

3.4.2Ateachingexamplebasedontheproductapproach...................................29

3.5Datacollection........................................................................................................31

ChapterFourAnalysisofExperimentResults................................................................33

4.1Analysisofquestionnaire.......................................................................................33

4.2Analysisofpre-testandpost-test...........................................................................36

4.2.1Comparisonsofpre-testbetweenCCandEC.............................................36

4.2.2Comparisonsofpost-testbetweenCCandEC...........................................37

4.2.3Comparisonsofwritingperformancewithinclasses..................................38

4.2.4DistributionofwritingachievementinCCandEC....................................39

4.3Analysisoftheinterview........................................................................................41

ChapterFiveConclusion...............................................................