英汉句法对比在中等职业学校英语句子写作教学中的应用研究
|
摘要
写作影响着我们的生活,写作的教与学是任何语言学习都极具价值并且不可缺少的部分。目前,国内外较为流行的写作教学流派有:结果法;过程法;内容法;体裁法。同时,中国许多语言学家根据中国特殊的,具有自身特点的教学环境,针对中国学生的写作教学进行了大量的教学实验。本文作者介绍了其中三种:范文模仿法;写长法;中英句法对比写作教学法。
本文论题集中在职业学校英语专业生的写作教学上。鉴于对学生的学习动机,学业成绩,学习方式的考虑,比如:对于中等职业中学学生的英文写作而言,目前最缺乏的不是写作理论和方法,而是如何写出正确而又有效的句子的能力。作者选用了中英句法对比写作教学法。
对比分析的研究已经证实:对于母语是中文的英语学习者,51%的语言错误都是由于母语的负迁移造成的,并且句法负迁移造成的句子写作方面的错误所占的比例最大。
因此,本文重点研究如何以对比分析理论为依据,选用恰当的教学材料和教学方法,有效减少中职学校学生英语写作中的句子错误。为此,作者以最新的对比分析研究成果为依据,通过收集分析学生习作中的错误,选择,整理了一份较为恰当的教学材料,并在教学中尝试使用了该材料。在使用该教学材料进行教学时,作者设计了教学实验来检测教学材料及教学方法的有效性。本文详细记录了该实验,包括实验对象、问卷、实验方法、数据收集和分析。本实验采用了定量研究方法。通过教学实验,我们得出了如下结论:
首先,通过对实验班和对比班学生习作及问卷的前后对比和分析,我们可以得出结论:英汉对比写作教学法和其他教学法比较起来,更有助于提高中等职业学校水平的学生的英语句子写作能力。
其次,实验结果显示:一个学期教学完成后,实验班的同学在英语句子的正确写作能力上取得了比对比班同学更大的进步,具体的说,即学生更能把握英语句子的基本结构,因而减少了错误,这证明该教学材料是有实际作用的。
最后,通过对实验班学生前后习作的对比和分析,我们发现中等水平的学生从这一学期的教学中学到的最多,取得的进步最大。
本文的意义在于:从各有侧重的多种写作教学法中,选择了适合中职英语专业生的写作教学方法,有效地把英汉句法对比理论与中职英语专业生的英语句子写作能力结合起来,并通过教学实验进行了验证。
Writing influences our life. Teaching and learning writing is a valuable and indispensable part of any language course. Nowadays, we find four approaches to writing instruction are evident: product approach; process approach; content-based approach; and genre-based approach. At the same time more Chinese linguists, considering the specific and distinctive learning context in China, do some research on English composition teaching to Chinese students. In this thesis, the author will introduce three of them: model-imitation method; Write-to-Learn method English-Chinese syntax contrast composition teaching method.
This thesis focuses on English composition teaching in the vocational school. Therefore, taking the motivation, performance, and learning style of the targeted students into consideration, for example: we find that what most of the students in vocational school lack, when they write English composition, is not writing theories or methods but the basic writing ability-writing good and effective sentences. So the author adopts an English-Chinese syntax contrastive way of English composition teaching.
It has been proved that to English learners whose native language is Chinese, 51% of their errors or failures are caused by Chinese transfer and the degree of syntax negative transfer is higher than that of morphology.
We will try to apply the linguists' theories to the present writing approaches of teachers' teaching and students' learning. To deal with errors and failures, the author employs the latest theories in transfer and contrastive linguistics, collects and analyzes errors in school students' compositions. With the theoretical foundation and the evidence of errors in students' composition, the author has tried to develop, recommend and testify the appropriate teaching material in composition teaching. The author designs and sets up the experimental and control classes to see if the solutions are effective. This study introduces the research in detail, including the conditions of the subjects, the results of questionnaire, research methods, data resources and analysis. The study is classroom based. The quantitative analysis methodology is adopted in the analysis of data. According to the investigation mentioned above, it can be concluded as follows:
First, according to the analysis of questionnaire and composition from the students in experimental class and control class, we can prove English-Chinese syntax contrast composition teaching, compared with other composition teaching methods, is more helpful to writing of English majors in vocational school.
Second, the result shows students in the experimental class make greater progress than the students in the control class. Specifically, the learners trained with this teaching material develop a better English sentence structure conception and cause a decrease in producing errors. This composition teaching material is workable and practical.
Third, the analysis of the data of their two drafts of composition identifies that the average students are more conducive to writing development than the other two to supply accountable teaching material of English-Chinese syntax contrast for composition teaching.
In all, this thesis focuses on English composition teaching to English majors in vocational school, and aims to find a suitable method to improve the students' ability to write good and effective sentences. At last, it is proved by the educational experiment that the English-Chinese syntax contrastive way of English composition teaching is helpful.
The significance of this thesis lies in: The author chose a suitable composition writing method to the English major in vocational school. The thesis combined the theory of contrastive analysis on syntax between Chinese and English with the study of the English major in vocational school. At last it proved by an empirical research that this method, compared with the traditional ones, is better, to improve the students' ability to write good and effective sentences.
本文论题集中在职业学校英语专业生的写作教学上。鉴于对学生的学习动机,学业成绩,学习方式的考虑,比如:对于中等职业中学学生的英文写作而言,目前最缺乏的不是写作理论和方法,而是如何写出正确而又有效的句子的能力。作者选用了中英句法对比写作教学法。
对比分析的研究已经证实:对于母语是中文的英语学习者,51%的语言错误都是由于母语的负迁移造成的,并且句法负迁移造成的句子写作方面的错误所占的比例最大。
因此,本文重点研究如何以对比分析理论为依据,选用恰当的教学材料和教学方法,有效减少中职学校学生英语写作中的句子错误。为此,作者以最新的对比分析研究成果为依据,通过收集分析学生习作中的错误,选择,整理了一份较为恰当的教学材料,并在教学中尝试使用了该材料。在使用该教学材料进行教学时,作者设计了教学实验来检测教学材料及教学方法的有效性。本文详细记录了该实验,包括实验对象、问卷、实验方法、数据收集和分析。本实验采用了定量研究方法。通过教学实验,我们得出了如下结论:
首先,通过对实验班和对比班学生习作及问卷的前后对比和分析,我们可以得出结论:英汉对比写作教学法和其他教学法比较起来,更有助于提高中等职业学校水平的学生的英语句子写作能力。
其次,实验结果显示:一个学期教学完成后,实验班的同学在英语句子的正确写作能力上取得了比对比班同学更大的进步,具体的说,即学生更能把握英语句子的基本结构,因而减少了错误,这证明该教学材料是有实际作用的。
最后,通过对实验班学生前后习作的对比和分析,我们发现中等水平的学生从这一学期的教学中学到的最多,取得的进步最大。
本文的意义在于:从各有侧重的多种写作教学法中,选择了适合中职英语专业生的写作教学方法,有效地把英汉句法对比理论与中职英语专业生的英语句子写作能力结合起来,并通过教学实验进行了验证。
Writing influences our life. Teaching and learning writing is a valuable and indispensable part of any language course. Nowadays, we find four approaches to writing instruction are evident: product approach; process approach; content-based approach; and genre-based approach. At the same time more Chinese linguists, considering the specific and distinctive learning context in China, do some research on English composition teaching to Chinese students. In this thesis, the author will introduce three of them: model-imitation method; Write-to-Learn method English-Chinese syntax contrast composition teaching method.
This thesis focuses on English composition teaching in the vocational school. Therefore, taking the motivation, performance, and learning style of the targeted students into consideration, for example: we find that what most of the students in vocational school lack, when they write English composition, is not writing theories or methods but the basic writing ability-writing good and effective sentences. So the author adopts an English-Chinese syntax contrastive way of English composition teaching.
It has been proved that to English learners whose native language is Chinese, 51% of their errors or failures are caused by Chinese transfer and the degree of syntax negative transfer is higher than that of morphology.
We will try to apply the linguists' theories to the present writing approaches of teachers' teaching and students' learning. To deal with errors and failures, the author employs the latest theories in transfer and contrastive linguistics, collects and analyzes errors in school students' compositions. With the theoretical foundation and the evidence of errors in students' composition, the author has tried to develop, recommend and testify the appropriate teaching material in composition teaching. The author designs and sets up the experimental and control classes to see if the solutions are effective. This study introduces the research in detail, including the conditions of the subjects, the results of questionnaire, research methods, data resources and analysis. The study is classroom based. The quantitative analysis methodology is adopted in the analysis of data. According to the investigation mentioned above, it can be concluded as follows:
First, according to the analysis of questionnaire and composition from the students in experimental class and control class, we can prove English-Chinese syntax contrast composition teaching, compared with other composition teaching methods, is more helpful to writing of English majors in vocational school.
Second, the result shows students in the experimental class make greater progress than the students in the control class. Specifically, the learners trained with this teaching material develop a better English sentence structure conception and cause a decrease in producing errors. This composition teaching material is workable and practical.
Third, the analysis of the data of their two drafts of composition identifies that the average students are more conducive to writing development than the other two to supply accountable teaching material of English-Chinese syntax contrast for composition teaching.
In all, this thesis focuses on English composition teaching to English majors in vocational school, and aims to find a suitable method to improve the students' ability to write good and effective sentences. At last, it is proved by the educational experiment that the English-Chinese syntax contrastive way of English composition teaching is helpful.
The significance of this thesis lies in: The author chose a suitable composition writing method to the English major in vocational school. The thesis combined the theory of contrastive analysis on syntax between Chinese and English with the study of the English major in vocational school. At last it proved by an empirical research that this method, compared with the traditional ones, is better, to improve the students' ability to write good and effective sentences.
引文
Badger,R&White,G.A Process Genre Approach to Teaching Writing[J]in ELT,5412,153-160.Oxford:Oxford University,2002.
Brown,James Dean.Understanding Research in Second Language Learning[M].Beijing:Foreign Language Teaching and Research Press.,2001.
Furneaux,C.Reviews:Recent materials on teaching writing.ELT Journal.1999.53/1:56-61.
Grabe,W.& Kaplan,R.B.Theory and Practice of Writing.New York.Longman.1996.6
Halliday,M.A.K.Spoken and Written Language.Victoria.Deakin University Press.1985.
John Langan Sentence skills:a workbook for writers[M]McGraw-Hill,Inc.2000
Johnson,Judith Anne Writing strategies for ESL students[M]New York:MaCmillan.1983 342
Kenneth,L.(1972).The unpredictability of contrastive analysis.Language.Learning,22,29-41.
Lado,R.Linguistics across Culture[M].Ann Arbor:University of Michigan Press.1957.
Lee,W.R.Thoughts of contrastive linguistics in the context of foreign language teaching.In J.E.Alatis(1968)Contrastive Linguistics and Its Pedagogical Implications.Report of the Nineteenth Annual Round Table Meeting on linguistics and Language Studies, Washington D.C.:Georgetown University Press(Monograph Series on Language and Linguistics).1968.180
Miles,M.B.,& Huberman,M.A.,An expanded sourcebook." Qualitative data analysis.Newbury Park,CA:Sage.1994
Nunan,D.Language Teaching Methodology.United Kingdom.Prentice Hall International.1991.
Odlin,T Language Transfer-Cross-linguistic Influence in Language Learning[M]Shanghai:Shanghai Foreign Language Education Press.2001.4
Paulston C.B,The Sequencing of Structure Pattern Drills in K.Crofi(ed)Readings on English as a Second Language,[M]Cambridge.Mass:Winthrop.1980
Pincas,A.Teaching English Writing[Ⅵ].London:Macmillan,1982
Quirk,R.,&Greenbaum,S.(1973).A university grammar of English.Hong Kong:Longman.
Raimes,A.Techniques in Teaching Writing.New York.Oxford University Press.1983.
Richard,J.C.et al.Longman Dictionary of Language Teaching & Applied Linguistics[M]Beijing:Foreign Language Teaching and Research Press.2000
Richard Towell and Roger Hawkins,Approaches to Second Language Acquisition[M),the Longdunn Press,Bristol,1994:7-32.
Rise B.Axelrod&Charles R.Cooper.(1994).The ST Martin's Guide to Writing.ST.Martin's Press,2-39.
Rod Ellis,Understanding Second Language Acquisition,[M]Shanghai Foreign Language Teaching Press.2003
Seliger,H.Implications of a multiple critical periods hypothesis for second language learning in Ritchie(ed.)1978
Tribble,C.Writing[M].Oxford University Press,1996.36
Terence Odlin,Language Transfer:Cross-Linguistic Influence in Language Learning[M)Shanghai Foreign Language Teaching Press,2001.
Wardhaugh,R.Topics in Applied Linguistics[M].Rowlwy,MA:Newbury House Publisher.1974.126
Meredith Mark Gall,Walter Borg,Joyce Joy Gall.教育研究方法导论许庆豫等译[M]南京:江苏教育出版社,2002 390-400
薄冰 英语语法[M]北京:开明出版社,1998
蔡基刚 英汉写作对比研究[M]上海:复旦大学出版社 2000
邓云华 英汉句法对比研究[M]长沙:湖南师范大学出版社 2005
方丽“写长法”在中学的应用研究 福建师范大学 2005
黄爱莲 英汉状语词序比较[J]珠洲工学院学报,2001,4 80-82
何善芬 英汉语言对比研究[M]上海:上海外语教育出版社,2002
黄和斌 英语句法特征补述[J]外国语 2000,5 41-49
居丽萍 母语对中国学生英语句法输出的干扰[J]常州信息职业技术学院学报 2005,9 72-74
刘润清 外语教学中的科研方法[M]北京:外语教学与研究出版社1999
刘学明,汉英习惯用法对比研究及应用[M],长沙:湖南师范大学出版社,2005.
连淑能 英汉对比研究[M]北京:高等教育出版社,1993
陆国强 英汉和汉英语义结构对比[M]上海:复旦大学出版社,1999
潘文国 汉英语言对比纲要[M]北京:北京语言文化大学出版社, 1997
钱桂容 范文模仿法在大学英语写作教学中的效果研究 华中师范大学 2003
束定芳,庄智象 现代外语教学--理论、实践与方法[M]上海.上海外语教育出版社.1996.
王初明:“写长法”的教学理念及应用,英语写长法教改辐射网,2004
王良兰 英汉定语研究[J]山东外语教学,2003,2 97-102
王力 在第一届国际汉语教学讨论会全体会上的讲话[J],语言教学与研究,1985,4.
王宗炎 语言问题探索[M],上海外语教育出版社,1985:111,112,114.
王崇义 大学英文写作[M]长沙:湖南师范大学出版社 1994
王菊泉:郑立信 近十年我国英汉对比研究回顾[J]解放军外国语学院学报2004,6 1-6
许余龙 对比语言学[M]上海:上海外语教育出版社,2002
杨小微 主编 教育研究方法[M]北京:人民教育出版社2005
俞理明 语言迁移与二语习得一回顾、反思和研究[M]上海:上海外语教育出版社,2004
张维岑 英汉句法迁移与中学英语作文教学 东北师范大学 2005
赵世开 汉英对比语法论集[M]上海:上海外语教育出版社,1999
赵忆静 如何应对 PETS 考试[J].湖南冶金职业技术学院学报,2004,2 141-143
周军 教学策略[M]北京:教育科学出版社2004
郑金洲、陶保平、孔企平 学校教育研究方法[M]北京:教育科学出版社2003
Brown,James Dean.Understanding Research in Second Language Learning[M].Beijing:Foreign Language Teaching and Research Press.,2001.
Furneaux,C.Reviews:Recent materials on teaching writing.ELT Journal.1999.53/1:56-61.
Grabe,W.& Kaplan,R.B.Theory and Practice of Writing.New York.Longman.1996.6
Halliday,M.A.K.Spoken and Written Language.Victoria.Deakin University Press.1985.
John Langan Sentence skills:a workbook for writers[M]McGraw-Hill,Inc.2000
Johnson,Judith Anne Writing strategies for ESL students[M]New York:MaCmillan.1983 342
Kenneth,L.(1972).The unpredictability of contrastive analysis.Language.Learning,22,29-41.
Lado,R.Linguistics across Culture[M].Ann Arbor:University of Michigan Press.1957.
Lee,W.R.Thoughts of contrastive linguistics in the context of foreign language teaching.In J.E.Alatis(1968)Contrastive Linguistics and Its Pedagogical Implications.Report of the Nineteenth Annual Round Table Meeting on linguistics and Language Studies, Washington D.C.:Georgetown University Press(Monograph Series on Language and Linguistics).1968.180
Miles,M.B.,& Huberman,M.A.,An expanded sourcebook." Qualitative data analysis.Newbury Park,CA:Sage.1994
Nunan,D.Language Teaching Methodology.United Kingdom.Prentice Hall International.1991.
Odlin,T Language Transfer-Cross-linguistic Influence in Language Learning[M]Shanghai:Shanghai Foreign Language Education Press.2001.4
Paulston C.B,The Sequencing of Structure Pattern Drills in K.Crofi(ed)Readings on English as a Second Language,[M]Cambridge.Mass:Winthrop.1980
Pincas,A.Teaching English Writing[Ⅵ].London:Macmillan,1982
Quirk,R.,&Greenbaum,S.(1973).A university grammar of English.Hong Kong:Longman.
Raimes,A.Techniques in Teaching Writing.New York.Oxford University Press.1983.
Richard,J.C.et al.Longman Dictionary of Language Teaching & Applied Linguistics[M]Beijing:Foreign Language Teaching and Research Press.2000
Richard Towell and Roger Hawkins,Approaches to Second Language Acquisition[M),the Longdunn Press,Bristol,1994:7-32.
Rise B.Axelrod&Charles R.Cooper.(1994).The ST Martin's Guide to Writing.ST.Martin's Press,2-39.
Rod Ellis,Understanding Second Language Acquisition,[M]Shanghai Foreign Language Teaching Press.2003
Seliger,H.Implications of a multiple critical periods hypothesis for second language learning in Ritchie(ed.)1978
Tribble,C.Writing[M].Oxford University Press,1996.36
Terence Odlin,Language Transfer:Cross-Linguistic Influence in Language Learning[M)Shanghai Foreign Language Teaching Press,2001.
Wardhaugh,R.Topics in Applied Linguistics[M].Rowlwy,MA:Newbury House Publisher.1974.126
Meredith Mark Gall,Walter Borg,Joyce Joy Gall.教育研究方法导论许庆豫等译[M]南京:江苏教育出版社,2002 390-400
薄冰 英语语法[M]北京:开明出版社,1998
蔡基刚 英汉写作对比研究[M]上海:复旦大学出版社 2000
邓云华 英汉句法对比研究[M]长沙:湖南师范大学出版社 2005
方丽“写长法”在中学的应用研究 福建师范大学 2005
黄爱莲 英汉状语词序比较[J]珠洲工学院学报,2001,4 80-82
何善芬 英汉语言对比研究[M]上海:上海外语教育出版社,2002
黄和斌 英语句法特征补述[J]外国语 2000,5 41-49
居丽萍 母语对中国学生英语句法输出的干扰[J]常州信息职业技术学院学报 2005,9 72-74
刘润清 外语教学中的科研方法[M]北京:外语教学与研究出版社1999
刘学明,汉英习惯用法对比研究及应用[M],长沙:湖南师范大学出版社,2005.
连淑能 英汉对比研究[M]北京:高等教育出版社,1993
陆国强 英汉和汉英语义结构对比[M]上海:复旦大学出版社,1999
潘文国 汉英语言对比纲要[M]北京:北京语言文化大学出版社, 1997
钱桂容 范文模仿法在大学英语写作教学中的效果研究 华中师范大学 2003
束定芳,庄智象 现代外语教学--理论、实践与方法[M]上海.上海外语教育出版社.1996.
王初明:“写长法”的教学理念及应用,英语写长法教改辐射网,2004
王良兰 英汉定语研究[J]山东外语教学,2003,2 97-102
王力 在第一届国际汉语教学讨论会全体会上的讲话[J],语言教学与研究,1985,4.
王宗炎 语言问题探索[M],上海外语教育出版社,1985:111,112,114.
王崇义 大学英文写作[M]长沙:湖南师范大学出版社 1994
王菊泉:郑立信 近十年我国英汉对比研究回顾[J]解放军外国语学院学报2004,6 1-6
许余龙 对比语言学[M]上海:上海外语教育出版社,2002
杨小微 主编 教育研究方法[M]北京:人民教育出版社2005
俞理明 语言迁移与二语习得一回顾、反思和研究[M]上海:上海外语教育出版社,2004
张维岑 英汉句法迁移与中学英语作文教学 东北师范大学 2005
赵世开 汉英对比语法论集[M]上海:上海外语教育出版社,1999
赵忆静 如何应对 PETS 考试[J].湖南冶金职业技术学院学报,2004,2 141-143
周军 教学策略[M]北京:教育科学出版社2004
郑金洲、陶保平、孔企平 学校教育研究方法[M]北京:教育科学出版社2003
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |