论英文写作中的思辨力
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摘要
写作有利于开发人的思维，帮助写作者形成、组织思想观点以及培养人们分析和解决问题的能力。写作和思维密不可分。写作是一种创造行为，它对学生的认知水平影响很大，同时它能促进学生的思辨力和逻辑思维。思辨力是指通过分析事物的现象、细节和局部以获得对事物整体认识的过程。它在英文写作中发挥着重要的作用。本文探讨了思辨力在英文写作中的功能，阐述了中国学生在英文写作中缺乏思辨力的原因并提出了解决这一难题相应的策略。笔者认为：英文写作教学的改革可以作为提高中国学生思辨能力的一个突破口。同时，教学方法的改革以及课程改革也能促进学生思辨力的发展。本文包括四部分：
第一章阐述了写作的定义和意义，探讨了写作和思维的关系并分析了中国学生英文写作薄弱的现象。
第二章阐述了思辨的定义以及思辨力在英文写作中的功能：1)思辨力有助于作者正确地遣词造句；2) 思辨力有助于作者写出逻辑严密的分析性的文章。
第三章从三个方面分析了中国学生英文写作中缺乏思辨力的原因：1．文化及语篇差异；2．教学方法上的原因；3．学习策略上的原因。
第四章为提高中国学生英文写作中的思辨力提供了有效的策略。这些策略包括写作教学改革，教学改革和课程改革等等。
Writing helps to develop one's mind. It stimulates thinking, as it enables one to concentrate and organize one's ideas, and helps to cultivate one's ability to analyze and solve problems. Writing and thinking have a close and mutual relationship. Writing is a creative behavior that exerts a great impact on students' cognitive outcomes and prompts students to think analytically and logically. Analytical thinking is the process of examining facts, details, or ideas by looking at the separate parts in order to get a better understanding of the whole. Analytical thinking plays an important role in English writing. This paper aims at defining and probing into the functions of analytical thinking in English writing. It elaborates on the causes for the lack of analytical thinking in Chinese EFL learners' English writing and proposes strategies for developing their analytical thinking skills. We consider that writing pedagogy reform can be carried out as a breakthrough for developing students' analytical thinking sk
ills in EFL teaching and learning. The author also mentions that analytical thinking can be promoted in other aspects such as teaching methodology reform and curriculum reform.
This thesis consists of four parts:
Chapter One introduces the definition of writing and the
significance of writing. It also probes into the relationship between writing and thinking and the writing weaknesses of EFL learners in China. ^
Chapter Two gives the definition of analytical thinking and elaborates the functions of analytical thinking in English writing. Such functions are as follows:
1. Helping writers choose effective sentences.
2. Helping writers write logical and analytical paragraphs. Chapter Three analyzes the causes of the lack of analytical thinking
in Chinese EFL learners' English writing from four aspects:
1. Cultural and discourse cause;
2. Pedagogical cause;
3. Learning strategy cause.
Chapter Four presents effective strategies for the learners to developing analytical thinking in English writing. Such strategies are writing pedagogy reform, teaching methodology reform and curriculum reform.
第一章阐述了写作的定义和意义，探讨了写作和思维的关系并分析了中国学生英文写作薄弱的现象。
第二章阐述了思辨的定义以及思辨力在英文写作中的功能：1)思辨力有助于作者正确地遣词造句；2) 思辨力有助于作者写出逻辑严密的分析性的文章。
第三章从三个方面分析了中国学生英文写作中缺乏思辨力的原因：1．文化及语篇差异；2．教学方法上的原因；3．学习策略上的原因。
第四章为提高中国学生英文写作中的思辨力提供了有效的策略。这些策略包括写作教学改革，教学改革和课程改革等等。
Writing helps to develop one's mind. It stimulates thinking, as it enables one to concentrate and organize one's ideas, and helps to cultivate one's ability to analyze and solve problems. Writing and thinking have a close and mutual relationship. Writing is a creative behavior that exerts a great impact on students' cognitive outcomes and prompts students to think analytically and logically. Analytical thinking is the process of examining facts, details, or ideas by looking at the separate parts in order to get a better understanding of the whole. Analytical thinking plays an important role in English writing. This paper aims at defining and probing into the functions of analytical thinking in English writing. It elaborates on the causes for the lack of analytical thinking in Chinese EFL learners' English writing and proposes strategies for developing their analytical thinking skills. We consider that writing pedagogy reform can be carried out as a breakthrough for developing students' analytical thinking sk
ills in EFL teaching and learning. The author also mentions that analytical thinking can be promoted in other aspects such as teaching methodology reform and curriculum reform.
This thesis consists of four parts:
Chapter One introduces the definition of writing and the
significance of writing. It also probes into the relationship between writing and thinking and the writing weaknesses of EFL learners in China. ^
1. Helping writers choose effective sentences.
2. Helping writers write logical and analytical paragraphs. Chapter Three analyzes the causes of the lack of analytical thinking
in Chinese EFL learners' English writing from four aspects:
1. Cultural and discourse cause;
2. Pedagogical cause;
3. Learning strategy cause.
Chapter Four presents effective strategies for the learners to developing analytical thinking in English writing. Such strategies are writing pedagogy reform, teaching methodology reform and curriculum reform.
引文
Alister Cumming, Robert Kantor, Donald E. Powers. Decision Making while Rating ESL/EFL Writing Tasks: a Descriptive Framework [J]. The Modem Language Journal 86, 2002
Anthony Kwamlah Johnson. Journal Writing for an Audience [J]. Modcm English Teacher, 2, 2002
Cathy Collins & John N. Mangieri. Teaching thinking: An agenda for the 21st century [M]. Lawrence Erlbaum Associates Publishers. 1992
Edward De Bono. Six Thinking Hats [M]. Penguin Books. Paperback_26 October, 2000
Emerson D. Case, Yue Liu, Wei Jiang. Making it work: Peer Response Groups in the Chinese Context [J]. Teaching English in China .3, 2000
Fred D. White. The Writer's Art [M]. Wadsworth Publishing Company. 1986
Hu Meizhu. Responding to Student Writing [J]. Teaching English in China, 1, 2002
Jack C. Richards, Thodore S. Rodgers. Approaches and Methods in Language Teaching [M]. 外语教学与研究出版社，剑桥大学出版社，2000．8
Ji Yushan. To write is to Create a Coherent Text [J]. Teaching English in China, 2,2001
Kristan Cavina. Critical Thinking and Writing[M].Wadsworth Publishing Company, 1995
Li Jie. Brainstorming: an Effective Warm-up Activity in the English Writing Class [J]. Teaching English in China,3, 2000
Lisa Tsui. Forsering Critical Thinking through Effective Pedagogy [J]. The Journal of Higher Education, Nov./Dec. 2002
Marlene Martin, Manreen Girard. Writing Wisely and Well [M]. Mcgaw-Hill, Inc, 1993
Marlys Mayfield. Thinking for Yourself: Developing critical thinking skills through writing(second edition)[M]. Wadsworth Publishing Company, 1991
Mu Congjun. Can Chinese Writing Skills be Successfully Transferred into English Writing [J]. Teaching English in China, 2.2002
Paul Stapleton. Critical Thinking in Japanese L2 Writing: Rethinking Tired Constructs:[J]. ELT Joumal Volume 56/3 July 2002. Oxford University Press
Rod Ellis. Understanding Second Language Acquisition [M]. Shanghai Foreign Language Education Publishing House, 4, 1999
Roger Brindley, Jenifer Jasinski Schneider. Writing Instruction or Destruction [J]. Journal of Teacher Education, Sep./Oct. 2002
Ronald Conrad. The Act of Writing [M]
Shelagh Rixon. Teaching Young Learners—Things We Should all Bear in Mind[J].中小学外语教学，4，2003
Stella Conttrell. The Study Skills Handbook.[M]. Palgrave Macmillan Ltd, 2002
Tricia Hedge. Teaching and Learning in the Language Classroom [M]. Shanghai Foreign Language Publishing House, 11,2002
Wai Mingcheung, Shek Kamtse, Hector Whtsang. Teaching creative writing skills to primary school children in Hongkong: Discordance between the views and practices of language teachers [J]. The Journal of Creative Behavior. Volume37. 2003
Wai Ming Cheung, Shek kam Tse, Wing Hong Hector Tsang. Development and Validation of the Chinese Creative Writing Scale for Primary School Students in Hong Kong [J]. Journal of Creative Behavior, 4, 2001
Wang Jiazhi. Innovation in Teaching advanced Writing to EFL Teachers [J]. Teaching English in China.3, 2000
Wei Baolin. How to Teach Writing From the Perspective of Humanistic Psychology [J]. Teaching English in China, 1, 2002
Xiao Dong Yue, Elisabeth Rudowicz. Perception of the Most Creative Chinese by Undergraduates in Beijing, Guangzhou, Hongkong, and Taipei [J]. The Journal of Creative Behavior, 2002,V36.No.2
Xu Jinfen & Wu Weiping. Appropriate Feedback: an Important Aspect of Improving Students' Writing Skills[J].Teaching English in China,3, 2001
Yu Yong. Helping EFL students Learn to Write through Feedback [J]. Teaching English in China, 3.2000
Zamel. V. Writing: The Process of Discovering Meaning [J]. TESOL Qvanerly. 1982
Zhu Changhe. Communicative Ability. Linguistic Ability-aud Writing Strategy: Which is Crucial
to English Writing?[J].Teaching English in China,4, 2001
蔡芸．“写作过程与写作能力”[J]．现代外语，1991，(1)
陈凯．“试论写作对课外阅读的导向作用”[J]．国外外语教学，2002，(2)
陈新夏等．思维学引论[M]．长沙：湖南人民出版社，1986
丁往道等．英语写作手册(修订本)[M]．北京：外语教学与研究出版社，1994，6
丁言仁．大学英文写作[M]．南京：南京大学出版社，1997．2
丰国欣．“英语跨文化写作中的认知心理机制”[J]．外语与外语教学，2001，(4)
“关于研究性学习的几个问题”[C]．教考动态，2001，(3)
何向明．英语论文写作指南[M]．北京：首都师范大学出版社，1994．5
胡文仲、吴祯福．实用英语写作[M]．北京：外语教学与研究出版社，1997．3
胡壮麟、刘润清、李延福．语言学教程[M]．北京：北京大学出版社，1988
黄源深．“思辨的缺席”[J]．外语与外语教学，1998，(7)
李建平．“研究，从这里起步”[N]．中国教育报，2001．3．23
廖美珍．英文写作技巧[M]．北京：北京出版社，1985．11
刘海量、刘亚宁．“大学英语写作教学基本构想”[J]．外语与外语教学，1999，(8)
马寅初、黄金岩．实用英语教学论[M]．长沙：湖南师范大学出版社，1992．8
倪建乐、张莺．“试谈用英语思维”[J]．山东外语教学，2000，(4)
潘钧．“大学英语写作教学探析”[J]．外语与外语教学，1999，(8)
秦穗等．实用英语作文[M]．长沙：湖南出版社，1993．10
覃先美、王崇义、范武邱．毕业论文导写[M]．长沙：湖南师范大学出版社，2001．5
石幼珊．名人演说—百篇[M]．北京：中国对外翻译出版公司，1987．12
唐力行．英语教学方法与技巧[M]．上海：上海外语教育出版社
汤声平．“加强‘写’的意识，促进英语教学”[J]．中小学英语教学与研究，2002，(2)
田运．思维辞典[M]．浙江：浙江教育出版社，1996．3
王崇义．“论寓‘教’于写——关于英文写作、英语专业教育与素质敦育的思考”[J]．湖南教育学院学报，2001，(2)
王崇义．考研英语万能写作[M]．长沙：湖南师范大学出版社，2003．6
王初明等．“以写促学——一项英语写作教学改革的试验”[J]．外语教学与研究．2000．(3)
王墨希、李津．“中国学生英语语(?)叫维模式调查”[J]．外语教学与研究，1993，(4)
Anthony Kwamlah Johnson. Journal Writing for an Audience [J]. Modcm English Teacher, 2, 2002
Cathy Collins & John N. Mangieri. Teaching thinking: An agenda for the 21st century [M]. Lawrence Erlbaum Associates Publishers. 1992
Edward De Bono. Six Thinking Hats [M]. Penguin Books. Paperback_26 October, 2000
Emerson D. Case, Yue Liu, Wei Jiang. Making it work: Peer Response Groups in the Chinese Context [J]. Teaching English in China .3, 2000
Fred D. White. The Writer's Art [M]. Wadsworth Publishing Company. 1986
Hu Meizhu. Responding to Student Writing [J]. Teaching English in China, 1, 2002
Jack C. Richards, Thodore S. Rodgers. Approaches and Methods in Language Teaching [M]. 外语教学与研究出版社，剑桥大学出版社，2000．8
Ji Yushan. To write is to Create a Coherent Text [J]. Teaching English in China, 2,2001
Kristan Cavina. Critical Thinking and Writing[M].Wadsworth Publishing Company, 1995
Li Jie. Brainstorming: an Effective Warm-up Activity in the English Writing Class [J]. Teaching English in China,3, 2000
Lisa Tsui. Forsering Critical Thinking through Effective Pedagogy [J]. The Journal of Higher Education, Nov./Dec. 2002
Marlene Martin, Manreen Girard. Writing Wisely and Well [M]. Mcgaw-Hill, Inc, 1993
Marlys Mayfield. Thinking for Yourself: Developing critical thinking skills through writing(second edition)[M]. Wadsworth Publishing Company, 1991
Mu Congjun. Can Chinese Writing Skills be Successfully Transferred into English Writing [J]. Teaching English in China, 2.2002
Paul Stapleton. Critical Thinking in Japanese L2 Writing: Rethinking Tired Constructs:[J]. ELT Joumal Volume 56/3 July 2002. Oxford University Press
Rod Ellis. Understanding Second Language Acquisition [M]. Shanghai Foreign Language Education Publishing House, 4, 1999
Roger Brindley, Jenifer Jasinski Schneider. Writing Instruction or Destruction [J]. Journal of Teacher Education, Sep./Oct. 2002
Ronald Conrad. The Act of Writing [M]
Shelagh Rixon. Teaching Young Learners—Things We Should all Bear in Mind[J].中小学外语教学，4，2003
Stella Conttrell. The Study Skills Handbook.[M]. Palgrave Macmillan Ltd, 2002
Tricia Hedge. Teaching and Learning in the Language Classroom [M]. Shanghai Foreign Language Publishing House, 11,2002
Wai Mingcheung, Shek Kamtse, Hector Whtsang. Teaching creative writing skills to primary school children in Hongkong: Discordance between the views and practices of language teachers [J]. The Journal of Creative Behavior. Volume37. 2003
Wai Ming Cheung, Shek kam Tse, Wing Hong Hector Tsang. Development and Validation of the Chinese Creative Writing Scale for Primary School Students in Hong Kong [J]. Journal of Creative Behavior, 4, 2001
Wang Jiazhi. Innovation in Teaching advanced Writing to EFL Teachers [J]. Teaching English in China.3, 2000
Wei Baolin. How to Teach Writing From the Perspective of Humanistic Psychology [J]. Teaching English in China, 1, 2002
Xiao Dong Yue, Elisabeth Rudowicz. Perception of the Most Creative Chinese by Undergraduates in Beijing, Guangzhou, Hongkong, and Taipei [J]. The Journal of Creative Behavior, 2002,V36.No.2
Xu Jinfen & Wu Weiping. Appropriate Feedback: an Important Aspect of Improving Students' Writing Skills[J].Teaching English in China,3, 2001
Yu Yong. Helping EFL students Learn to Write through Feedback [J]. Teaching English in China, 3.2000
Zamel. V. Writing: The Process of Discovering Meaning [J]. TESOL Qvanerly. 1982
Zhu Changhe. Communicative Ability. Linguistic Ability-aud Writing Strategy: Which is Crucial
to English Writing?[J].Teaching English in China,4, 2001
蔡芸．“写作过程与写作能力”[J]．现代外语，1991，(1)
陈凯．“试论写作对课外阅读的导向作用”[J]．国外外语教学，2002，(2)
陈新夏等．思维学引论[M]．长沙：湖南人民出版社，1986
丁往道等．英语写作手册(修订本)[M]．北京：外语教学与研究出版社，1994，6
丁言仁．大学英文写作[M]．南京：南京大学出版社，1997．2
丰国欣．“英语跨文化写作中的认知心理机制”[J]．外语与外语教学，2001，(4)
“关于研究性学习的几个问题”[C]．教考动态，2001，(3)
何向明．英语论文写作指南[M]．北京：首都师范大学出版社，1994．5
胡文仲、吴祯福．实用英语写作[M]．北京：外语教学与研究出版社，1997．3
胡壮麟、刘润清、李延福．语言学教程[M]．北京：北京大学出版社，1988
黄源深．“思辨的缺席”[J]．外语与外语教学，1998，(7)
李建平．“研究，从这里起步”[N]．中国教育报，2001．3．23
廖美珍．英文写作技巧[M]．北京：北京出版社，1985．11
刘海量、刘亚宁．“大学英语写作教学基本构想”[J]．外语与外语教学，1999，(8)
马寅初、黄金岩．实用英语教学论[M]．长沙：湖南师范大学出版社，1992．8
倪建乐、张莺．“试谈用英语思维”[J]．山东外语教学，2000，(4)
潘钧．“大学英语写作教学探析”[J]．外语与外语教学，1999，(8)
秦穗等．实用英语作文[M]．长沙：湖南出版社，1993．10
覃先美、王崇义、范武邱．毕业论文导写[M]．长沙：湖南师范大学出版社，2001．5
石幼珊．名人演说—百篇[M]．北京：中国对外翻译出版公司，1987．12
唐力行．英语教学方法与技巧[M]．上海：上海外语教育出版社
汤声平．“加强‘写’的意识，促进英语教学”[J]．中小学英语教学与研究，2002，(2)
田运．思维辞典[M]．浙江：浙江教育出版社，1996．3
王崇义．“论寓‘教’于写——关于英文写作、英语专业教育与素质敦育的思考”[J]．湖南教育学院学报，2001，(2)
王崇义．考研英语万能写作[M]．长沙：湖南师范大学出版社，2003．6
王初明等．“以写促学——一项英语写作教学改革的试验”[J]．外语教学与研究．2000．(3)
王墨希、李津．“中国学生英语语(?)叫维模式调查”[J]．外语教学与研究，1993，(4)