過(guò)程體裁教學(xué)法在高中英語(yǔ)寫作的應(yīng)用

1、 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 c

2、lass 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

3、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 thepract

4、ice 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 anduniversitie

5、s 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 b

6、oth 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

7、 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

8、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 a

9、lso 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 t

10、he 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

11、 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 proce

12、ss 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 activ

13、e attitudesand cultivate students good habit of writing.Results and discussion:iv作教學(xué)中仍處于實(shí)踐階段，它既要與我國(guó)現(xiàn)行的英語(yǔ)寫作教學(xué)實(shí)踐相結(jié)合，也要適應(yīng)現(xiàn)行的英語(yǔ)等級(jí)考試制度。關(guān)鍵詞：英語(yǔ)寫作；過(guò)程體裁法；成果教學(xué)法；寫作興趣；寫作成績(jī)vContentsChapter One Introduction .11.1 Background of the study.11.1.1 Situation of students learning of English writing .31.1.2 Situation o

14、f 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 c

15、omparison 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 approac

16、h.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 Instrume

17、nts .233.3.1 Questionnaire.233.3.2 Pre-test and post-test.233.3.3 Interview.243.4 Training procedure.25iii摘 要外語(yǔ)教學(xué)一直是高校教學(xué)改革的重點(diǎn)，其中英語(yǔ)寫作教學(xué)是重中之重，是衡量學(xué)生英語(yǔ)水平的重要尺度。目前國(guó)內(nèi)普通高校寫作教學(xué)仍然采用傳統(tǒng)的成果教學(xué)法、過(guò)程法和體裁法，英語(yǔ)寫作無(wú)論對(duì)于教師還是學(xué)生都是一個(gè)巨大的難題。因此，新的寫作教學(xué)方法有待于進(jìn)一步研究，從而克服現(xiàn)有寫作方法的缺陷，改善大學(xué)英語(yǔ)寫作教學(xué)現(xiàn)狀。此項(xiàng)研究在回顧寫作教學(xué)方法的基礎(chǔ)上，探索了一種新的教學(xué)模式，即：過(guò)程體裁教學(xué)法。過(guò)

18、程體裁教學(xué)法的寫作原則認(rèn)為：寫作本質(zhì)上是一種受情景制約并由交際目的決定的交際手段。寫作過(guò)程既可以學(xué)習(xí)語(yǔ)言知識(shí)，又可以學(xué)習(xí)寫作技巧。把過(guò)程體裁教學(xué)法應(yīng)用于英語(yǔ)寫作教學(xué)，通過(guò)范文講解、集體仿寫、小組互改和教師批改等步驟，學(xué)生可以分別或同時(shí)從范文、同學(xué)和教師那里獲得必要的寫作知識(shí)或技能輸入。這種教學(xué)過(guò)程一改傳統(tǒng)寫作教學(xué)方法的弊端，既能發(fā)揮教師和范文的指導(dǎo)作用，又能激發(fā)學(xué)生的主動(dòng)性，真正提高學(xué)生的寫作興趣和作文成績(jī)。通過(guò)實(shí)驗(yàn)驗(yàn)證了此種方法在大學(xué)非英語(yǔ)專業(yè)學(xué)生寫作教學(xué)中的有效性和可行性，并且對(duì)今后的相關(guān)研究提出了寶貴意見。此項(xiàng)研究采用定量和定性研究相結(jié)合的方法,在渤海大學(xué)文理學(xué)院 2011 級(jí)管理系隨機(jī)

19、抽取兩個(gè)班，共 60 人組成控制班和實(shí)驗(yàn)班進(jìn)行 15 周的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)班采用過(guò)程體裁法的寫作教學(xué)模式，控制班采用傳統(tǒng)的成果教學(xué)法，通過(guò)問(wèn)卷調(diào)查和兩班學(xué)生實(shí)驗(yàn)前后成績(jī)的對(duì)比分析以及來(lái)自實(shí)驗(yàn)班 10 名學(xué)生的訪談,整理試圖驗(yàn)證以下三個(gè)假設(shè)：1. 過(guò)程體裁教學(xué)法和成果教學(xué)法都能提高學(xué)生的英語(yǔ)寫作成績(jī)；2. 與成果教學(xué)法相比，過(guò)程體裁法能明顯地提高學(xué)生的英語(yǔ)寫作成績(jī)；3. 過(guò)程體裁法可以提高學(xué)生的英語(yǔ)寫作興趣，轉(zhuǎn)變寫作態(tài)度，培養(yǎng)良好的寫作習(xí)慣。結(jié)果與討論：1. 實(shí)驗(yàn)后，實(shí)驗(yàn)班和控制班學(xué)生的英語(yǔ)寫作成績(jī)都得到了提高；2. 通過(guò)一學(xué)期的教學(xué)實(shí)驗(yàn)，根據(jù)數(shù)據(jù)統(tǒng)計(jì)分析，過(guò)程體裁教學(xué)法在寫作教學(xué)中的有效性得到了

20、驗(yàn)證，兩個(gè)測(cè)試班的后測(cè)作文成績(jī)都有提高，但實(shí)驗(yàn)班提高的幅度更大；3. 在實(shí)施過(guò)程體裁教學(xué)法后，通過(guò)問(wèn)卷和訪談得知，實(shí)驗(yàn)班的學(xué)生提高了英語(yǔ)寫作的興趣，寫作態(tài)度更加積極，養(yǎng)成了良好的英語(yǔ)寫作習(xí)慣。從以上實(shí)驗(yàn)可以看出，過(guò)程體裁教學(xué)法有一定的優(yōu)越性。但任何一種教學(xué)法的應(yīng)用都不是萬(wàn)能的和完美的，過(guò)程體裁教學(xué)法也不例外。過(guò)程體裁法在我國(guó)高校英語(yǔ)寫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 Dat

21、a 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

22、 . 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 . 53Appen

23、dix . 54Appendix . 55整理攻讀學(xué)位期間發(fā)表的學(xué)術(shù)論文目錄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 thestude

24、nts 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 o

25、f 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

26、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

27、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

28、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) T

29、hrough 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 jus

30、t 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

31、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 befo

32、re 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 spec

33、ial 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 t

34、ranslating. 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

35、 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 reade

36、rsthe 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

37、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, pr

38、omote 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 a

39、complex 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 pro

40、blems 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 h

41、ave 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

42、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 prod

43、uct 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 nee

44、d 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 t

45、hey 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

46、 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