类比构架思维在英语写作教学中的应用研究
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摘要
本研究结合类比教学模型探讨类比构架思维对二语写作的影响及其因素。研究以南京某大学52名非英语专业大一学生为受试对象,通过学生的自我报告和对其学习成果的统计分析开展实证研究,探索了类比构架思维在英文写作教学中的效果,影响教学效果的原因及其存在的问题。研究发现:1)实验组和控制组前后测成绩的方差分析显示,类比写作教学成效显著;2)类比写作教学影响学生写作水平的因素包括:增加学生写作兴趣、提升对段落结构的认识、增强词汇学习意识;3)类比写作的复杂结构和内容对语法提出了更高的要求,为了避免学生写作中出现语法混乱,类比写作教学应当提高对语法教学的重视。
Based on the "Teaching with Analogies" model, this study intends to explore the impact of analogy framework on thinking and its relevant elements in second language writing. The study takes 52 non-English majors in a university in Nanjing as subjects. With the aid of the students' self-reports and statistical analysis, this study explores the effect of analogy framework on English writing instruction as well as its causes and problems. The findings include that: 1) The ANOVA of pre-and post-tests of the experiment and control groups reveals the significant effects of analogy writing instruction; 2) Analogy writing instruction affects students' writing ability by increasing their writing interest, improving their understanding of paragraph structure, and enhancing their awareness of vocabulary building; 3) Due to its complex structure and content, analogy writing instruction requires a higher command of grammar. To avoid possible grammatical mistakes, more attention should be paid to grammar teaching in analogy writing instruction.
Based on the "Teaching with Analogies" model, this study intends to explore the impact of analogy framework on thinking and its relevant elements in second language writing. The study takes 52 non-English majors in a university in Nanjing as subjects. With the aid of the students' self-reports and statistical analysis, this study explores the effect of analogy framework on English writing instruction as well as its causes and problems. The findings include that: 1) The ANOVA of pre-and post-tests of the experiment and control groups reveals the significant effects of analogy writing instruction; 2) Analogy writing instruction affects students' writing ability by increasing their writing interest, improving their understanding of paragraph structure, and enhancing their awareness of vocabulary building; 3) Due to its complex structure and content, analogy writing instruction requires a higher command of grammar. To avoid possible grammatical mistakes, more attention should be paid to grammar teaching in analogy writing instruction.
引文
[1] Gentner, D. Structure-mapping: A theoretical framework for analogy[J]. Cognitive Science, 1983,7:155-170.
[2] Glynn, S. M. Explaining science concepts: A teaching with analogies model[A]. In S. M. Glynn, R. H. Yeany & B. K. Britton (eds.). The Psychology of Learning Science[C]. Hillsdale, NJ: Lawrence Erlbaum Associates, 1991.219-239.
[3] Hofstadter, D. R. Analogy as the core of cognition[A]. In D. Gentner, K. J. Holyoak & B. N. Kokinov (eds.). The Analogical Mind: Perspectives from Cognitive Science [C]. Cambridge, MA: MIT Press, 2001.499-538.
[4] Klein, P. D., S. Piacente-Cimini & L. A. Williams. The role of writing in learning from analogies[J]. Learning and Instruction, 2007,17:595-611.
[5] Paul, R. & L. Elder. How to Write A Paragraph: The Art of Substantive Writing[M]. Beijing: Foreign Language Teaching and Research Press, 2016.
[6] Schwering, A., K. Kuhnberger & B. Kokinov. Analogies — Integrating cognitive abilities[J]. Cognitive Systems Research, 2009,10:175-177.
[7] Wang, P. Analogy in a general-purpose reasoning system[J]. Cognitive Systems Research, 2009,10:286-296.
[8] 曹洪霞. 中国学生英语类比和对比文章分析[J]. 山东外语教学,2003,(2):55-57,82.
[9] 陈艳君. 动态系统理论视角下的二语写作流利度发展研究[J]. 外语电化教学,2016,(5):49-53.
[10] 高霄,文秋芳. 思辨能力及语言因素对二语写作影响的研究[J]. 外语教学理论与实践,2017,(4):44-50.
[11] 胡苑艳. 以互文性为基础的语篇生成过程研究[J]. 东北师大学报(哲学社会科学版),2014,(3):174-178.
[12] 姜琳,陈锦. 读后续写对英语写作语言准确性、复杂性和流利性发展的影响[J]. 现代外语,2015,(3):366-375.
[13] 江韦珊,王同顺. 二语写作句法表现的动态发展[J]. 现代外语,2015,(4):503-514.
[14] 马玉蕾,房红梅. 类比和隐喻[J]. 外语学刊,2005,(5):75-80.
[15] 温金海. 认知语篇衔接与连贯的跨域整合[J]. 外语学刊,2013,(4):107-112.
[16] 汪顺玉,赵晴. 基于文本挖掘的不同层次大学生英语作文的词汇和主题特征分析[J]. 英语研究,2017,(5):118-131.
[17] 夏珺,王海啸.“主题式”语言课程对二语写作词汇提取的影响:个案研究[J]. 外语研究,2014,(1):55-60.
[18] 许春燕,张军,战菊. 动态系统论视角下跨洋互动写作课程学生英语作文的复杂度、准确度和流利度研究[J]. 中国外语,2017,(6):53-61.
[19] 杨京鹏,吴红云. 内容知识与批判性思维对二语写作影响的实证研究[J]. 外语界,2016,(1):36-43.
[20] 易保树. 词汇心理特征动态变化对二语学习者书面语产出的影响[J]. 外语教学,2016,(3):56-60.
[21] 余继英. 写作思辨“一体化”教学模式构建[J]. 外语界,2014,(5):20-28.
[22] 袁辉,徐剑. 二语程式语写作自动加工的心理现实性研究[J]. 外语教学,2016,(1):72-76.
[23] 朱慧敏,王俊菊. 二语写作中个案词汇的使用特征研究——以SO为例[J]. 外语教学理论与实践,2015,(2):60-66.
[2] Glynn, S. M. Explaining science concepts: A teaching with analogies model[A]. In S. M. Glynn, R. H. Yeany & B. K. Britton (eds.). The Psychology of Learning Science[C]. Hillsdale, NJ: Lawrence Erlbaum Associates, 1991.219-239.
[3] Hofstadter, D. R. Analogy as the core of cognition[A]. In D. Gentner, K. J. Holyoak & B. N. Kokinov (eds.). The Analogical Mind: Perspectives from Cognitive Science [C]. Cambridge, MA: MIT Press, 2001.499-538.
[4] Klein, P. D., S. Piacente-Cimini & L. A. Williams. The role of writing in learning from analogies[J]. Learning and Instruction, 2007,17:595-611.
[5] Paul, R. & L. Elder. How to Write A Paragraph: The Art of Substantive Writing[M]. Beijing: Foreign Language Teaching and Research Press, 2016.
[6] Schwering, A., K. Kuhnberger & B. Kokinov. Analogies — Integrating cognitive abilities[J]. Cognitive Systems Research, 2009,10:175-177.
[7] Wang, P. Analogy in a general-purpose reasoning system[J]. Cognitive Systems Research, 2009,10:286-296.
[8] 曹洪霞. 中国学生英语类比和对比文章分析[J]. 山东外语教学,2003,(2):55-57,82.
[9] 陈艳君. 动态系统理论视角下的二语写作流利度发展研究[J]. 外语电化教学,2016,(5):49-53.
[10] 高霄,文秋芳. 思辨能力及语言因素对二语写作影响的研究[J]. 外语教学理论与实践,2017,(4):44-50.
[11] 胡苑艳. 以互文性为基础的语篇生成过程研究[J]. 东北师大学报(哲学社会科学版),2014,(3):174-178.
[12] 姜琳,陈锦. 读后续写对英语写作语言准确性、复杂性和流利性发展的影响[J]. 现代外语,2015,(3):366-375.
[13] 江韦珊,王同顺. 二语写作句法表现的动态发展[J]. 现代外语,2015,(4):503-514.
[14] 马玉蕾,房红梅. 类比和隐喻[J]. 外语学刊,2005,(5):75-80.
[15] 温金海. 认知语篇衔接与连贯的跨域整合[J]. 外语学刊,2013,(4):107-112.
[16] 汪顺玉,赵晴. 基于文本挖掘的不同层次大学生英语作文的词汇和主题特征分析[J]. 英语研究,2017,(5):118-131.
[17] 夏珺,王海啸.“主题式”语言课程对二语写作词汇提取的影响:个案研究[J]. 外语研究,2014,(1):55-60.
[18] 许春燕,张军,战菊. 动态系统论视角下跨洋互动写作课程学生英语作文的复杂度、准确度和流利度研究[J]. 中国外语,2017,(6):53-61.
[19] 杨京鹏,吴红云. 内容知识与批判性思维对二语写作影响的实证研究[J]. 外语界,2016,(1):36-43.
[20] 易保树. 词汇心理特征动态变化对二语学习者书面语产出的影响[J]. 外语教学,2016,(3):56-60.
[21] 余继英. 写作思辨“一体化”教学模式构建[J]. 外语界,2014,(5):20-28.
[22] 袁辉,徐剑. 二语程式语写作自动加工的心理现实性研究[J]. 外语教学,2016,(1):72-76.
[23] 朱慧敏,王俊菊. 二语写作中个案词汇的使用特征研究——以SO为例[J]. 外语教学理论与实践,2015,(2):60-66.