论句型、结构与话题的高中英语写作教学模式
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摘要
本文旨在构建高中英语课堂SPST(句型、结构和话题)写作教学模式,以便帮助学生减少英语写作错误和进行更为简便有效的写作。SPST模式由句型、结构及话题三要素构成一体。研究表明,许多中学生的写作错误出现在句型层面上。作者认为,句型教学是该模式的关键要素,学生运用句型的能力体现在词汇的语用能力和语法的应用能力,写作技能可以通过对句型、结构和话题三位一体的训练得到加强。作者发现,阅读是学生获取话题知识的良好途径,阅读能够为顺利写作打下基础。SPST写作教学模式就是通过课堂内外的写作任务进行句型、结构和话题的整合训练,以提高学生的写作能力,帮助他们增强语篇结构意识,达成文章的衔接与连贯。
嘉惠中学的133位高三学生参加了SPST写作模式的训练。在将近8个月的实验中,学生在句型、结构意识和基于阅读理解的话题等方面得到了强化的训练。实验进行了前测、后测以及两次问卷调查。前测和后测的对比结果显示,经过训练的学生,写作错误大为减少,写作能力大大提高。问卷调查结果表明,学生写作信心有所增强,写作态度得以转变,许多学生开始兴趣于写作活动。
由于时间关系和经验不足,该写作模式在实践中难免有一些缺陷,但总体而言,本研究的效果是令人满意的,这说明,SPST写作模式是可行的。
This thesis aims to build up the SPST Writing Model in classroom teaching for senior schools to reduce students' errors in English writing and help them write more effectively and easily. The SPST Writing Model consists of three components—sentence patterns, structures and topics. Study shows that many middle school students make errors on sentence patterns. The author believes that sentence patterns are the key factor in the model; the ability of using sentence patterns is concerned with the ability of using proper words in contexts and a good command of grammar; writing skill can be improved by practicing sentence patterns and structures and expressing one's ideas on a certain topic. The author finds that reading is a good approach for students to obtain knowledge of topics and write more smoothly and substantially. The SPST Writing Model is to integrate sentence patterns, structures and topics to develop students' writing skill through writing tasks in and out of class, so as to help students acquire awareness of textual structures and achieve coherence and cohesion in texts.
133 students of senior 3 in Jiahui Middle School participate in practice of the SPST Writing Model. The experiment lasts nearly eight months, and students are required to practice sentence patterns, structural awareness and acquire topic knowledge through reading. A pre-test and a post-test are conducted in the experiment. The contrast between two tests shows that students have greatly reduced their writing errors and acquired more competence of English writing. In addition, two questionnaires are conducted too, which indicate that students have more confidence in writing after the experiment and their attitude towards writing has also been changed and more students are interested in English writing. The results are satisfactory and the model is workable for senior school students, although the SPST Writing Model has some limitations in use.
嘉惠中学的133位高三学生参加了SPST写作模式的训练。在将近8个月的实验中,学生在句型、结构意识和基于阅读理解的话题等方面得到了强化的训练。实验进行了前测、后测以及两次问卷调查。前测和后测的对比结果显示,经过训练的学生,写作错误大为减少,写作能力大大提高。问卷调查结果表明,学生写作信心有所增强,写作态度得以转变,许多学生开始兴趣于写作活动。
由于时间关系和经验不足,该写作模式在实践中难免有一些缺陷,但总体而言,本研究的效果是令人满意的,这说明,SPST写作模式是可行的。
This thesis aims to build up the SPST Writing Model in classroom teaching for senior schools to reduce students' errors in English writing and help them write more effectively and easily. The SPST Writing Model consists of three components—sentence patterns, structures and topics. Study shows that many middle school students make errors on sentence patterns. The author believes that sentence patterns are the key factor in the model; the ability of using sentence patterns is concerned with the ability of using proper words in contexts and a good command of grammar; writing skill can be improved by practicing sentence patterns and structures and expressing one's ideas on a certain topic. The author finds that reading is a good approach for students to obtain knowledge of topics and write more smoothly and substantially. The SPST Writing Model is to integrate sentence patterns, structures and topics to develop students' writing skill through writing tasks in and out of class, so as to help students acquire awareness of textual structures and achieve coherence and cohesion in texts.
133 students of senior 3 in Jiahui Middle School participate in practice of the SPST Writing Model. The experiment lasts nearly eight months, and students are required to practice sentence patterns, structural awareness and acquire topic knowledge through reading. A pre-test and a post-test are conducted in the experiment. The contrast between two tests shows that students have greatly reduced their writing errors and acquired more competence of English writing. In addition, two questionnaires are conducted too, which indicate that students have more confidence in writing after the experiment and their attitude towards writing has also been changed and more students are interested in English writing. The results are satisfactory and the model is workable for senior school students, although the SPST Writing Model has some limitations in use.
引文
Badger, R. & White, G. 2000. A process genre approach to teaching writing. ELT Journal, 54 (2): 153-160.
Baker, M. 1992. In Other Words: A Coursebook on Translation. Beijing: Foreign Language Teaching and Research Press.
Bartlett, F. C. 1932. Remembering. Cambridge: Cambridge University Press.
Bloor, M. & T. Bloor. 1995. The Functional Analysis of English: A Hallidayan Approach. London: Edward Arnold.
Bruffee, K. A. 1986. Social constriction, language, and the authority of knowledge: A bibliographical essay. College English, 48 (2), 773-790.
Burbidge, X., Gray, P., Levy, S. & Rinvolucri, M. 1996. Letters. Oxford: Oxford University Press.
Carrel, P. L. 1988. Some Causes of Text Boundness and Schemata Interference in ESL Reading. P. L Carrel, J. Devine & D.E. Eskey (eds.) Interactive Approaches to Second Reading.
Cohen. A. and S. F., Weaver. 1998. Makin g strategy training a reality in the foreign language curriculum. In A Cohen. Strategies in learning and using a second language. New York: Longman.
Corona, C. Spangenberger, S. & Venet, I. 1998. Improving Student Writing through a Language Rich Environment: M.A. Action Research Project, St. Xavier University and IRI/Skylight.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Faigley, L. & W itte, S. P. 1981. A nalyzing revision. College Composition and Communication, 32 (4): 400-415.
Flower, L. & Hayes, J. 1981. A cognitive process theory of writing. College Composition and Communication, 32 (3): 365-87.
Halliday, M. A. K. & R. Hasan. 1976. Cohesion in English. London: Longman.
Hedge, T. 1983. Pen to Paper, in a Word. Walton-on-Thames: Nelson.
Hedge, T. 1988. Writing: Resource books for teachers. Oxford: Oxford University Press.
Heriberg, B. 1986. The politics of discourse communities. Paper presented at the CCC Convention. New Orleans: La. March.
Hoey, M. P. 1991. Patterns of Lexis in Text. Oxford: Oxford University Press.
Kay, H. &T. Dudley-Evans. 1998. Genre: What teachers think. ELT Journal, 52 (4), 308-314.
Kellogg, R. T. 1987. Effects of topic knowledge on the allocation of processing time and cognitive effort to writing processes. Memory and Cognition, 15 (3): 256-265.
Kroll. B. 1990. Second language writing: Research insights for the classroom. Cambridge: Cambridge University Press.
Langan, J. 1991. Sentence Skills: A Workbook for Writers. McGraw-Hill, Inc.
Lynch. T. 1996. Communication in the language classroom. Oxford: Oxford University Press.
Martin, J. 1985. Factual writing: Exploring and challenging Social Reality. Geelong: Deakin University Press.
Mayher, J. S. & Brause, R. S. 1986. Learning Through Teaching: Is Testing Crippling Integrated Language Education? Language Arts, 63 (4); 390-96.
McCarthy, M. J. 1991. Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press.
MeCutchen, D. 1986. Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language. 25 (2): 431-444.
Nystrand, M. 1989. A social interactive model of writing. Written Communication, 6 (1): 66-85.
Pennington, M. 1996. The computer and the non-native writer: A natural partnership. Cresskill. NJ: Hampton Press.
Raimes, A. 1983. Techniques in Teaching Writing. Oxford: Oxford University Press.
Raimes, A. 1991. Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25 (3): 407-430
Rise, B. Axelrod & Charles, R. Cooper. 1994. The ST. Martin's Guide to Writing. ST Martin's Press, 24 (1): 2-39.
Rumelhart, D.E. 1977. Toward an Interactive Model of Reading in Dornics (Ed.), Attention and Performance IV. America: Academic Press.
Rumelhart, D. E. 1980. Schemata: the Building Blocks of Cognition. In R.J. Spiro, B.C. Bruce & W. F. Brewer (eds). Theoretical Issues in Reading Comprehension.
Silva, T. 1993. Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27 (2): 657-677.
Swales. J. M. 1990. Genre analysis. Cambridge: Cambridge University Press.
Thompson, G. 1996. Introducing Functional Grammar. London: Edward Arnold.
Vygotsky, L. S. 1962. Thought and Language. Cambridge, MA: MIT Press.
White, R. & V. Arndt. 1991. Process Writing. Harlow: Longman.
Wright, T. 1987. Roles of Teachers and Learners. Oxford: Oxford University Press.
Zamel, V. 1983. The composing processes of advanced ESL students: six case-students. TESOL Quarterly, 17 (2):165-87.
Zamel,V.1987.Writing:The process of discovering meaning.TESOL,21(4):697-715.
胡春洞、王才仁,1998,《英语写作论》。南宁:广西教育版社。
黄国文(编著),1988,《语篇分析概要》。长沙:湖南教育出版社。
黄远振,2003,《新课程英语教与学》。福州:福建教育出版社。
林大津.1996,《跨文化交际研究》。福州:福建人民出版社。
刘宓庆,1992,汉英句子扩展机制对比研究,《现代外语》1:11—12。
王文宇、文秋芳,2002,母语思维与二语写作——大学生英语写作过程研究,《解放军外国语学院学报》4:64—67。
王寅,1990,英汉语言宏观结构区别特征,《外国语》6:37。
张玲(主编),1999,《英语阅读10技能》。北京:中国宇航出版社。
中华人民共和国教育部,2000,《全日制高级中学高中英语教学大纲》。北京:人民教育出版社。
中华人民共和国教育部,2003,《普通高中英语课程标准(实验)》。北京:人民教育出版社。
周遂,2005,大纲图式理论与二语写作,《外语与外语教学》2:21-24。
Baker, M. 1992. In Other Words: A Coursebook on Translation. Beijing: Foreign Language Teaching and Research Press.
Bartlett, F. C. 1932. Remembering. Cambridge: Cambridge University Press.
Bloor, M. & T. Bloor. 1995. The Functional Analysis of English: A Hallidayan Approach. London: Edward Arnold.
Bruffee, K. A. 1986. Social constriction, language, and the authority of knowledge: A bibliographical essay. College English, 48 (2), 773-790.
Burbidge, X., Gray, P., Levy, S. & Rinvolucri, M. 1996. Letters. Oxford: Oxford University Press.
Carrel, P. L. 1988. Some Causes of Text Boundness and Schemata Interference in ESL Reading. P. L Carrel, J. Devine & D.E. Eskey (eds.) Interactive Approaches to Second Reading.
Cohen. A. and S. F., Weaver. 1998. Makin g strategy training a reality in the foreign language curriculum. In A Cohen. Strategies in learning and using a second language. New York: Longman.
Corona, C. Spangenberger, S. & Venet, I. 1998. Improving Student Writing through a Language Rich Environment: M.A. Action Research Project, St. Xavier University and IRI/Skylight.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Faigley, L. & W itte, S. P. 1981. A nalyzing revision. College Composition and Communication, 32 (4): 400-415.
Flower, L. & Hayes, J. 1981. A cognitive process theory of writing. College Composition and Communication, 32 (3): 365-87.
Halliday, M. A. K. & R. Hasan. 1976. Cohesion in English. London: Longman.
Hedge, T. 1983. Pen to Paper, in a Word. Walton-on-Thames: Nelson.
Hedge, T. 1988. Writing: Resource books for teachers. Oxford: Oxford University Press.
Heriberg, B. 1986. The politics of discourse communities. Paper presented at the CCC Convention. New Orleans: La. March.
Hoey, M. P. 1991. Patterns of Lexis in Text. Oxford: Oxford University Press.
Kay, H. &T. Dudley-Evans. 1998. Genre: What teachers think. ELT Journal, 52 (4), 308-314.
Kellogg, R. T. 1987. Effects of topic knowledge on the allocation of processing time and cognitive effort to writing processes. Memory and Cognition, 15 (3): 256-265.
Kroll. B. 1990. Second language writing: Research insights for the classroom. Cambridge: Cambridge University Press.
Langan, J. 1991. Sentence Skills: A Workbook for Writers. McGraw-Hill, Inc.
Lynch. T. 1996. Communication in the language classroom. Oxford: Oxford University Press.
Martin, J. 1985. Factual writing: Exploring and challenging Social Reality. Geelong: Deakin University Press.
Mayher, J. S. & Brause, R. S. 1986. Learning Through Teaching: Is Testing Crippling Integrated Language Education? Language Arts, 63 (4); 390-96.
McCarthy, M. J. 1991. Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press.
MeCutchen, D. 1986. Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language. 25 (2): 431-444.
Nystrand, M. 1989. A social interactive model of writing. Written Communication, 6 (1): 66-85.
Pennington, M. 1996. The computer and the non-native writer: A natural partnership. Cresskill. NJ: Hampton Press.
Raimes, A. 1983. Techniques in Teaching Writing. Oxford: Oxford University Press.
Raimes, A. 1991. Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25 (3): 407-430
Rise, B. Axelrod & Charles, R. Cooper. 1994. The ST. Martin's Guide to Writing. ST Martin's Press, 24 (1): 2-39.
Rumelhart, D.E. 1977. Toward an Interactive Model of Reading in Dornics (Ed.), Attention and Performance IV. America: Academic Press.
Rumelhart, D. E. 1980. Schemata: the Building Blocks of Cognition. In R.J. Spiro, B.C. Bruce & W. F. Brewer (eds). Theoretical Issues in Reading Comprehension.
Silva, T. 1993. Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27 (2): 657-677.
Swales. J. M. 1990. Genre analysis. Cambridge: Cambridge University Press.
Thompson, G. 1996. Introducing Functional Grammar. London: Edward Arnold.
Vygotsky, L. S. 1962. Thought and Language. Cambridge, MA: MIT Press.
White, R. & V. Arndt. 1991. Process Writing. Harlow: Longman.
Wright, T. 1987. Roles of Teachers and Learners. Oxford: Oxford University Press.
Zamel, V. 1983. The composing processes of advanced ESL students: six case-students. TESOL Quarterly, 17 (2):165-87.
Zamel,V.1987.Writing:The process of discovering meaning.TESOL,21(4):697-715.
胡春洞、王才仁,1998,《英语写作论》。南宁:广西教育版社。
黄国文(编著),1988,《语篇分析概要》。长沙:湖南教育出版社。
黄远振,2003,《新课程英语教与学》。福州:福建教育出版社。
林大津.1996,《跨文化交际研究》。福州:福建人民出版社。
刘宓庆,1992,汉英句子扩展机制对比研究,《现代外语》1:11—12。
王文宇、文秋芳,2002,母语思维与二语写作——大学生英语写作过程研究,《解放军外国语学院学报》4:64—67。
王寅,1990,英汉语言宏观结构区别特征,《外国语》6:37。
张玲(主编),1999,《英语阅读10技能》。北京:中国宇航出版社。
中华人民共和国教育部,2000,《全日制高级中学高中英语教学大纲》。北京:人民教育出版社。
中华人民共和国教育部,2003,《普通高中英语课程标准(实验)》。北京:人民教育出版社。
周遂,2005,大纲图式理论与二语写作,《外语与外语教学》2:21-24。