论Internet辅助英语写作教学
摘要
二十一世纪既是一个知识经济时代，也是信息时代。作为一种交际媒介，Internet在我们的生活和学习中已变的越来越重要。它的迅速发展和广泛应用给教育带来了新的机遇和挑战，也为英语教学展示了一个新的领域，从根本上改变了传统的英语写作教学模式。勿庸置疑，Internet的高速发展确实为优化外语教学和学习环境带来无限生机和希望。
目前，Internet已成为英语教学的一种重要工具，这不仅是因为其丰富的信息资源，而且它能使我们可以在全球范围内共享这些信息资源，开展各种在线文化交际活动。Internet辅助写作教学是以学生为中心的，交际式的，合作学习的教学活动，它能激发学生学习英语的主动性，积极性和自信心，从而达到提高学生实际运用英语语言能力的目的。在Internet辅助写作教学课堂中，学生不再是被动的知识的接受者，而是积极的参与者。教师的教学方法也不同于传统的“灌输式”和“复述式”教学方法，它把过去传统的写作教学由“要我写”改变为“我要写”。Internet为以学习者为中心的交际合作教学理论提供了物质基础。无论是通过完全在线学习还是在Internet辅助写作教学课堂，学生的英语写作能力和交际信心都可以获得更大的提高(Handa,1990;Forrest,1993)。
研究证明，使用Internet，学生们可以成为处理各种问题和交际活动的高手(Ellsworth,1994)。借助Internet，既通过使用e-mail，WWW和MOO，同学们可以增加机会和同伴，老师合作学习，互相交流。它有助于学生能既可以很容易而且又
能有效地创作出好的文章来。lutemet使得他们从过去的传统的写作教学活动的羁绊
中解放出来，使写作成为愉悦的交际活动而不是被动的写作练习。学生也能充分挖
掘自己的潜力，积极合作，有效地完成写作任务。
然而，尽管Illteni辅助英语教学己在我国学校得以广泛应用，但由于方法各
异，难以推广；尽管它己逐步应用于教学领域，但将它用于写作教学的研究却非常
少，这就需要进一步地探索和研究。目前许多外语教学研究者正努力探求把它和英
语写作教学结合起来以期提高学生英语写作能力。
本文探讨了Internet辅助英语写作教学的理论与具体应用和实践，并阐述了它
作为一种教学工具和媒介而用于辅助学生英语写作的理念，及未来发展的必要性。
通过对Internet辅助英语写作教学研究，本文用定量的分析方法探究了它对大学学
生英文写作能力的潜在影响。基于这个研究结果和获得的结论，为了使学生的自信
心和写作能力都能得以提高，我们要充分发挥它的优点，尽最大可能地减少它的局
限性。
全文分六章：
第一章阐述了论文的意义，目的，有效性和可行性。
第二章是对外语写作教学研究理论的批评性回顾，全面总结和概括了写作教学
研究（它们包括成品法，任务教学法和过程法）的理论发展及他们各自的优缺点。
论述了它们与计算机itemet辅助英语写作教学想结合的可行性和必要性。
第三章是对网络化计算机用于辅助英语写作教学研究的历史及当前的发展进行
综述并指出了它可能产生的局限性。
第四章详细阐述了itemet（WWW，e－mail，MOO）的基本概念，内涵及其用于
写作教学的优点，以及由此而产生的用之于辅助英语写作教学的原因和理念，同时考
虑到了教师的教学目的和学生的要求。
第五章是论文的重点。它探讨了 Internet（WWW，e－mail，MOO）辅助英语写作
的具体应用和实践。对iternet（WWW，e－mail，MOO）辅助英语写作的教学的具体
方法进行了详细地论述并通过访谈和统计的方法对Internet辅助英语写作教学的有
效性进行了验证。
第六章总结了前面的主要内容，并明确提出把Internet用于英语写作教学的重
要性，可行性和必要性：同时提出为完善它在英语写作教学及相关教学领域的作用，
有待于教育研究者进一步研究和论证的观点。
能有效地创作出好的文章来。lutemet使得他们从过去的传统的写作教学活动的羁绊
中解放出来，使写作成为愉悦的交际活动而不是被动的写作练习。学生也能充分挖
掘自己的潜力，积极合作，有效地完成写作任务。
然而，尽管Illteni辅助英语教学己在我国学校得以广泛应用，但由于方法各
异，难以推广；尽管它己逐步应用于教学领域，但将它用于写作教学的研究却非常
少，这就需要进一步地探索和研究。目前许多外语教学研究者正努力探求把它和英
语写作教学结合起来以期提高学生英语写作能力。
本文探讨了Internet辅助英语写作教学的理论与具体应用和实践，并阐述了它
作为一种教学工具和媒介而用于辅助学生英语写作的理念，及未来发展的必要性。
通过对Internet辅助英语写作教学研究，本文用定量的分析方法探究了它对大学学
生英文写作能力的潜在影响。基于这个研究结果和获得的结论，为了使学生的自信
心和写作能力都能得以提高，我们要充分发挥它的优点，尽最大可能地减少它的局
限性。
全文分六章：
第一章阐述了论文的意义，目的，有效性和可行性。
第二章是对外语写作教学研究理论的批评性回顾，全面总结和概括了写作?
The 21st century is an Information Age as well as a Knowledge Economy Age. The rapid development and wide application of computer offers both great challenges and opportunities for education. As a communicational media, Internet is becoming more and more important in our life and study. Undoubtedly, the advent of the Internet and the wide spread of technology in our life create new opportunities for language learning and expand possibilities for using it to support English writing instruction.
Internet now is becoming the most important tool hi teaching English not only that it as a new carrier of language has transformed communication mode around the world, but also that it makes us to share language material resources worldwide and conduct cultural communication on line. Internet use in class also facilitates the teacher-as-mentor mode of composition instruction, rather than reinforcing the teacher-as-dispenser of knowledge mode. Internet supports this paradigm of the student-centered, communicative and collaborative classroom. It can add to and improve upon what English teachers have been doing for years now梩eaching writing hi a student-centered, communicative and collaborative classroom environment. Whether learning takes place completely online or
in a traditional setting in combination with the Internet, students can extend their learning beyond what the traditional classroom offers for the improvement of their ability and confidence in writing and communicating in English (Handa, 1990; Forrest, 1993).
Research shows that by using Internet, students can become better problem solvers and better communicators (Ellsworth, 1994). Over Internet, by using e-mail, WWW, and MOO, students have the chance to collaborate and work together with other classmates, peers, and teachers. It can help learners create, analyze, and produce information and ideas more easily and efficiently. Internet frees them from the limitations of traditional writing tools that often inhibit and restrict writing processes. Writing is then transformed from a traditional passive-writing exercise to an experience of communication, exploration, and excitement. Students can realize their full potential when they are empowered to contribute and collaborate as a team to accomplish their writing tasks more effectively.
Though the use of Internet hi English teaching is gaining popularity in universities across China, there has been no one unified method of instruction that has gained a wide following. Though it is being used increasingly in educational contexts, little research on using Internet to assisted writing instruction. It is natural to require constant investigation and experimentation. Foreign language instructors, most often, experimenting in various approaches and methods, are seeking to integrate the new technology into their present curriculum.
This dissertation discusses the research and its applications for writing classroom practice and tries to explore the issue of the use of Internet as a teaching aid, or as a teaching medium, through which students are taught how to write effectively. Through the study of Internet-assisted English composition course, the dissertation quantitatively explores the potential impacts of the application of Internet on university-level English composition students. Based on the findings, conclusions are drawn and recommendations are made for maximizing the educational benefits and minimizing the limitations of using the Internet in the English writing classroom to develop the confidence and writing ability of students.
The dissertation consists of six chapters.
The first chapter introduces the significance, purpose, feasibility and organization of
this dissertation.
Chapter Two is a critical review of foreign language writing research on pedagogical approaches. It reviews and sums up the development of the research on the writing instruction comprehensively, especially their advantages and disadvantages.
Chapter Three elaborates the history and current research on Intern
目前，Internet已成为英语教学的一种重要工具，这不仅是因为其丰富的信息资源，而且它能使我们可以在全球范围内共享这些信息资源，开展各种在线文化交际活动。Internet辅助写作教学是以学生为中心的，交际式的，合作学习的教学活动，它能激发学生学习英语的主动性，积极性和自信心，从而达到提高学生实际运用英语语言能力的目的。在Internet辅助写作教学课堂中，学生不再是被动的知识的接受者，而是积极的参与者。教师的教学方法也不同于传统的“灌输式”和“复述式”教学方法，它把过去传统的写作教学由“要我写”改变为“我要写”。Internet为以学习者为中心的交际合作教学理论提供了物质基础。无论是通过完全在线学习还是在Internet辅助写作教学课堂，学生的英语写作能力和交际信心都可以获得更大的提高(Handa,1990;Forrest,1993)。
研究证明，使用Internet，学生们可以成为处理各种问题和交际活动的高手(Ellsworth,1994)。借助Internet，既通过使用e-mail，WWW和MOO，同学们可以增加机会和同伴，老师合作学习，互相交流。它有助于学生能既可以很容易而且又
能有效地创作出好的文章来。lutemet使得他们从过去的传统的写作教学活动的羁绊
中解放出来，使写作成为愉悦的交际活动而不是被动的写作练习。学生也能充分挖
掘自己的潜力，积极合作，有效地完成写作任务。
然而，尽管Illteni辅助英语教学己在我国学校得以广泛应用，但由于方法各
异，难以推广；尽管它己逐步应用于教学领域，但将它用于写作教学的研究却非常
少，这就需要进一步地探索和研究。目前许多外语教学研究者正努力探求把它和英
语写作教学结合起来以期提高学生英语写作能力。
本文探讨了Internet辅助英语写作教学的理论与具体应用和实践，并阐述了它
作为一种教学工具和媒介而用于辅助学生英语写作的理念，及未来发展的必要性。
通过对Internet辅助英语写作教学研究，本文用定量的分析方法探究了它对大学学
生英文写作能力的潜在影响。基于这个研究结果和获得的结论，为了使学生的自信
心和写作能力都能得以提高，我们要充分发挥它的优点，尽最大可能地减少它的局
限性。
全文分六章：
第一章阐述了论文的意义，目的，有效性和可行性。
第二章是对外语写作教学研究理论的批评性回顾，全面总结和概括了写作教学
研究（它们包括成品法，任务教学法和过程法）的理论发展及他们各自的优缺点。
论述了它们与计算机itemet辅助英语写作教学想结合的可行性和必要性。
第三章是对网络化计算机用于辅助英语写作教学研究的历史及当前的发展进行
综述并指出了它可能产生的局限性。
第四章详细阐述了itemet（WWW，e－mail，MOO）的基本概念，内涵及其用于
写作教学的优点，以及由此而产生的用之于辅助英语写作教学的原因和理念，同时考
虑到了教师的教学目的和学生的要求。
第五章是论文的重点。它探讨了 Internet（WWW，e－mail，MOO）辅助英语写作
的具体应用和实践。对iternet（WWW，e－mail，MOO）辅助英语写作的教学的具体
方法进行了详细地论述并通过访谈和统计的方法对Internet辅助英语写作教学的有
效性进行了验证。
第六章总结了前面的主要内容，并明确提出把Internet用于英语写作教学的重
要性，可行性和必要性：同时提出为完善它在英语写作教学及相关教学领域的作用，
有待于教育研究者进一步研究和论证的观点。
能有效地创作出好的文章来。lutemet使得他们从过去的传统的写作教学活动的羁绊
中解放出来，使写作成为愉悦的交际活动而不是被动的写作练习。学生也能充分挖
掘自己的潜力，积极合作，有效地完成写作任务。
然而，尽管Illteni辅助英语教学己在我国学校得以广泛应用，但由于方法各
异，难以推广；尽管它己逐步应用于教学领域，但将它用于写作教学的研究却非常
少，这就需要进一步地探索和研究。目前许多外语教学研究者正努力探求把它和英
语写作教学结合起来以期提高学生英语写作能力。
本文探讨了Internet辅助英语写作教学的理论与具体应用和实践，并阐述了它
作为一种教学工具和媒介而用于辅助学生英语写作的理念，及未来发展的必要性。
通过对Internet辅助英语写作教学研究，本文用定量的分析方法探究了它对大学学
生英文写作能力的潜在影响。基于这个研究结果和获得的结论，为了使学生的自信
心和写作能力都能得以提高，我们要充分发挥它的优点，尽最大可能地减少它的局
限性。
全文分六章：
第一章阐述了论文的意义，目的，有效性和可行性。
第二章是对外语写作教学研究理论的批评性回顾，全面总结和概括了写作?
The 21st century is an Information Age as well as a Knowledge Economy Age. The rapid development and wide application of computer offers both great challenges and opportunities for education. As a communicational media, Internet is becoming more and more important in our life and study. Undoubtedly, the advent of the Internet and the wide spread of technology in our life create new opportunities for language learning and expand possibilities for using it to support English writing instruction.
Internet now is becoming the most important tool hi teaching English not only that it as a new carrier of language has transformed communication mode around the world, but also that it makes us to share language material resources worldwide and conduct cultural communication on line. Internet use in class also facilitates the teacher-as-mentor mode of composition instruction, rather than reinforcing the teacher-as-dispenser of knowledge mode. Internet supports this paradigm of the student-centered, communicative and collaborative classroom. It can add to and improve upon what English teachers have been doing for years now梩eaching writing hi a student-centered, communicative and collaborative classroom environment. Whether learning takes place completely online or
in a traditional setting in combination with the Internet, students can extend their learning beyond what the traditional classroom offers for the improvement of their ability and confidence in writing and communicating in English (Handa, 1990; Forrest, 1993).
Research shows that by using Internet, students can become better problem solvers and better communicators (Ellsworth, 1994). Over Internet, by using e-mail, WWW, and MOO, students have the chance to collaborate and work together with other classmates, peers, and teachers. It can help learners create, analyze, and produce information and ideas more easily and efficiently. Internet frees them from the limitations of traditional writing tools that often inhibit and restrict writing processes. Writing is then transformed from a traditional passive-writing exercise to an experience of communication, exploration, and excitement. Students can realize their full potential when they are empowered to contribute and collaborate as a team to accomplish their writing tasks more effectively.
Though the use of Internet hi English teaching is gaining popularity in universities across China, there has been no one unified method of instruction that has gained a wide following. Though it is being used increasingly in educational contexts, little research on using Internet to assisted writing instruction. It is natural to require constant investigation and experimentation. Foreign language instructors, most often, experimenting in various approaches and methods, are seeking to integrate the new technology into their present curriculum.
This dissertation discusses the research and its applications for writing classroom practice and tries to explore the issue of the use of Internet as a teaching aid, or as a teaching medium, through which students are taught how to write effectively. Through the study of Internet-assisted English composition course, the dissertation quantitatively explores the potential impacts of the application of Internet on university-level English composition students. Based on the findings, conclusions are drawn and recommendations are made for maximizing the educational benefits and minimizing the limitations of using the Internet in the English writing classroom to develop the confidence and writing ability of students.
The dissertation consists of six chapters.
The first chapter introduces the significance, purpose, feasibility and organization of
this dissertation.
Chapter Two is a critical review of foreign language writing research on pedagogical approaches. It reviews and sums up the development of the research on the writing instruction comprehensively, especially their advantages and disadvantages.
Chapter Three elaborates the history and current research on Intern
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Nora, A. 1987. Determinants of retention among Chicago College students: A structural model. Research in Higher Education 26:31-59.
Paulson, D 1993. The Effects of Task Focus and L2 Grammatical Knowledge on Writing in Spainish as a Second Language. Oxford: Oxford University Press.
Perl, S. 1979. The composing process of unskilled college writers. Research in the
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Pincas, A. 1982. Teaching English Writing. London: Macmillan.
Raimes, A. 1983. Techniques in Teaching Writing. Oxford: Oxford University Press.
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Reid, J. 1984. The radical outliner and the radical barnstormer: A perspective on composing process. TESOL Quarterly 18: 529-533.
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Selfe, C. L. 1989. The humanization of computers: Forget technology, remember literacy. English Journal 22: 69-71.
Shirky, C. 1994. The Internet by E-Mail. Emeryville, CA: Ziff-Davis Press.
Silva, R. 1990. Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (ed.). Second Language Writing. Cambridge:Cambridge University Press.
Sirc, G. and Reynolds, T. 1990. The face of collaboration in the networked writing classroom. Computers and Composition 7: 53-69.
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Spitzer, M. 1990. Local and global networking: Implications for the future. In D. Holdstein and C. Selfe (eds.). Computers and Writing: Theory, Research, Practice. New York: MLA.
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Susser, B. 1994. Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing 3:31-47.
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Thompson, D. 1988. Electronic bulletin boards: A timeless place for collaborative writing projects. Computers and Composition 7(3): 43-53.
Thompson, D. P. 1990. Application report: Network capabilities and academic realities: Implementing interactive networking in a community college environment Journal of Computer-based Instruction 17(1): 17-22.
Trenchs, M. 1996. Writing strategies in a second language: Three case studies of learners using electronic mail. Canadian Modern Language Review 12: 2.
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Warschauer, M. 1995. E-mail for English Teaching. Virginia: TESOL Publications, Inc.
Warschauer, M., Turbee, L. and Roberts, B. 1994. Computer Learning Networks and Student Empowerment. Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center.
Warschauer, M. 1995. Virtual Connections: Online Activities and Projects for Networking Language Learners. Honolulu, HI: University of Hawaii Press.
White, R. and Badger, L. 2000. Process Writing. London: Longman.
Whitney, R. 1994. Teaching critical thinking with computers conferencing. The Instructional Computing Update 5: 3.
Williams, B. 1995. The Internet for Teachers. Foster City, California: IDG Books Worldwide, Inc.
Wohl, M. 1985. Techniques for Writing: Composition. Cambridge, MA: Newbury House Publishers.
Wrigley, H. 1993. Ways of using technology in language and literacy teaching. TESOL Quarterly 27(2): 318-322.
Zamel, V. 1985. Responding to student writing. TESOL Quarterly 19:79-101.
Zamel, V. 1982. Writing: The process of discovering meaning. TESOL Quarterly 16: 195-209.
陈春雷，2001，《计算机在教学中的应用》。北京：光明日报出版社。
陈立平，李志雪，1999，英语写作教学：理论与实践，《解放军外国语学院学报》第1期。
范琳，房荣，2002，Internet与英语教学，《外语电化教学》第4期。
顾佩娅，1997，Internet与英语教学：系列论文讲座，《外语电化教学》第1-4期。
顾佩娅，1997，论Internet与英语学习环境，《现代外语》增刊。
顾佩娅、曹岭岚，1998，((Internet辅助英语教学》。上海：上海外语教育出版社。
桂诗春主编，1997，《现代外语增刊》。广州：现代外语编辑部。
胡壮麟，1997，开发电子邮件的研究功能，《现代外语增刊》。
贾爱武，1998，英语写作教学的改进：从成稿写作法到过程写作法，《解放军外国语学院学报》第5期。
李森，2000，改进英语写作教学的重要举措：过程教学法，《外语界》第1期。
林丽闽，2002，《新电脑课堂网上冲浪篇》。北京：电子工业出版社。
刘富利，2001，英语写作课堂教学中教师观念与实践的调查研究。未发表的硕士论文。
邱玉辉、张小真主编，1999，《计算机与教育》。重庆：西南师范大学出版社。
王立非，2000，《现代外语教学论》。上海：上海教育出版社。
杨乾龙主译，1997，《因特网辅助英语教学》。北京：高等教育出版社。
周洁，1999，Internet与英语教学，《英语学习》第7期。