对高中英语写作教学的探索
摘要
写作是一个极其复杂的智力过程。在我国,写作一直是英语教学中最薄弱的环节。从历年高考结果来看,学生的听读技能在逐年提高,而写作能力的提高却不甚明显。尽管我国学者和广大外语教师费尽苦心,但收效甚微。学生的写作能力始终未能达到预期的效果。可见,探讨如何加强中学生英语写作能力是十分必要的。
传统的英语阅读教学,忽视了阅读和写作相辅相成,密不可分的辩证关系,尤其是忽视了阅读教学对学生写作能力培养与提高的作用,因而往往收效甚微。本文先探讨了国内外英语读写技能整合教学的历史渊源,研究、总结了近几十年来国内外关于英语阅读与写作教学的最新研究成果,然后以Krashen的输入理论和Swain的输出理论为理论基础,阐述了阅读与写作的关系,并结合我国中学英语写作的现状,大胆提出了把阅读与写作整合在一起的写作教学法,最终促进学生英语写作水平的提高。
为了验证此方法的效果,笔者在自己所工作的学校—宜昌金东方学校的两个平行班开展了为期半年的实验并进行横向(对比班和实验班之间)和纵向(实验班在实验前后及对比班在实验前后)比较,其中一个班被确定为对比班,采用传统的阅读与写作教学方法组织教学;另一个班被确定为实验班,采用把阅读与写作整合在一起的写作教学方法组织教学。实验结果表明,实验班由于采用新的写作教学法,英语写作成绩比对比班提高得更为明显,而且实验班的成绩在实验前后后比对比班提高得快。
接着,笔者对实验结果,从词汇多样性、词语搭配、句子结构、句子类型、连接词的使用等方面进行了数据统计与分析。总体说来,新方法对学生词语搭配、语法运用、句型使用等方面的提高更为明显。实验班学生在用词的多样性,句子结构及上下文的衔接连贯性等方面都远远好于对比班。
最后,笔者对实验结果进行了分析,得出以下几点启示:
第一,在阅读教学中要把阅读与写作有机地结合起来,同步训练:在阅读教学过程中运用阅读缩写、阅读仿写和阅读创写的方法并有机地穿插大量的写作实践训练,强调读写能力的综合提高。
第二,阅读方法直接影响写作水平的高低。所以,教师应强调对阅读材料的整体性阅读,帮助学生掌握阅读方法,了解一些阅读的基本因素和特点,以提高学生谋篇布局的能力。
第三,词汇是写好一篇文章的基石。因此,在进行阅读教学时,应注重在词汇概念意义之上增加单词的其它意义,如情感意义、联想意义、搭配意义等,并在原有词汇的基础上,扩展到同义词和反义词。在阅读过程中应帮助学生理解、学习新的单词和词组。在培养学生选词多样、用词地道方面,教师应从语义的角度将表示同一概念的词、表达法和习语从文章中筛选出来,并进行归纳。
第四,要写出生动的、地道的、句型结构变化多样的句子,依赖于在阅读中熟记和模仿。因此,教师不仅要引导学生开展阅读,而且要鼓励他们在阅读教学中充分地利用复述、讨论以及辩论等活动熟记和模仿课文中出现的常用表达法及重点句子。
第五,连贯性是写好一篇文章的重要因素。教师应在阅读的教学过程中训练学生适量使用同一语义范围内的不同连接词,以增强文章的连贯性。
第六,语法规律是英语写作必备的另一个基本要素。在阅读与写作进行整合的教学中,教师在学生口头练习时注意学生出现的语法错误,并且及时纠错能帮助学生最终减少语法错误,提高学生的写作水平。
Writing is an extremely complex intellectual process. In China, writing is always a weak aspect of English teaching. Although our scholars and many English teachers racked their brains in it, the effect is still not obvious and the students' writing has never reached the satisfactory result. Therefore, it is necessary to do some research on how to improve the students' writing ability.
In traditional English reading classes, the relationship between reading and writing has been neglected. Therefore, the teaching work produces very little effect. This thesis first makes a historical review of teaching reading-writing at home and abroad. And it then studies and summarizes the newest study achievements about the English writing teaching for years at home and abroad and the relationship between reading and writing based on Krashen's Comprehensible Input Hypothesis and Swain's Comprehensible Output Hypothesis. Next it boldly advances the integrating teaching of reading-writing in order to finally promote students' English writing level, combining the present situation of middle school English writing with the theory.
In order to verify the effect of this approach, the author carried out the experiment study in two classes of Yichang Jindongfang Senior Middle School. One was established to be the Experimental Class and adopted the integrating teaching of reading-writing to carry out writing teaching; the other was established to be the Control Class and adopted the traditional teaching methods of reading and writing to carry out writing teaching.
The experimental results reported in this paper show that the English writing scores of the students from the Experimental Class have been improved more obviously than that from the Control Class, and the scores of the students from the Experimental Class after the experiment have been improved more quickly than that from the Control Class because of adopting the new writing teaching approach, compared with the scores before the experiment.
Then, the results of the experiment have been summarized and analyzed from the words spelling, collocation, grammar, sentence construction and coherence etc. Generally speaking, students from the Experimental Class have made more obvious progress in the collocation, grammar and sentence pattern than in other fields. About the variety of the vocabulary using, the sentence structure, and about the coherence, the students from the Experimental Class have been all far better than the Control Class.
Finally, the discussion on the experimental results is carried out, and the implications on the English writing teaching from the discussion include the following points.
First, combine reading activities with writing practice reasonably in English classes.
Second, the reading methods directly affect the level of English writing. In the normal teaching of reading, the English teachers should help their students to grasp some reading methods and know some basic factors and characteristics of reading so as to improve the students'ability of building passage structure.
Third, the vocabulary is the foundation of writing a piece of excellent writing. Therefore, when teaching reading materials, we should extend its other meaning of the words, such as affective meaning, associative meaning, collocative meaning based on the conceptual meaning of the vocabularies, etc. And besides the existing vocabularies, we should enlarge their synonyms and antonyms. In the course of teaching reading, we should help our students to understand and learn new words and phrases. About cultivating students in choosing diversified words and using genuine words, in the normal teaching, English teachers should not only help their students to acquire the message of the reading materials, but also ask them, from the side of the semantic field, to select the words, the phrases and the expressions which express the same concept from the reading materials and classify them.
Fourth, writing lively and genuine sentences, whose sentences patterns and structures are various, depends on learning by heart in reading and mechanical imitation in writing in some degree.
Fifth, the coherence is an important factor in writing an excellent article. In the normal teaching, English teachers should encourage their students to properly use some different conjunctions within the same meaning field so as to strengthen the coherence of the article.
Sixth, the grammar rule is another necessary basic essential of the English writing. In the course of teaching, English teachers should sum up the types and causes of the grammar mistakes from students' writings, then give them explanation through classification, and strengthen training so as to reduce the grammar mistakes and improve students' writing ability.
传统的英语阅读教学,忽视了阅读和写作相辅相成,密不可分的辩证关系,尤其是忽视了阅读教学对学生写作能力培养与提高的作用,因而往往收效甚微。本文先探讨了国内外英语读写技能整合教学的历史渊源,研究、总结了近几十年来国内外关于英语阅读与写作教学的最新研究成果,然后以Krashen的输入理论和Swain的输出理论为理论基础,阐述了阅读与写作的关系,并结合我国中学英语写作的现状,大胆提出了把阅读与写作整合在一起的写作教学法,最终促进学生英语写作水平的提高。
为了验证此方法的效果,笔者在自己所工作的学校—宜昌金东方学校的两个平行班开展了为期半年的实验并进行横向(对比班和实验班之间)和纵向(实验班在实验前后及对比班在实验前后)比较,其中一个班被确定为对比班,采用传统的阅读与写作教学方法组织教学;另一个班被确定为实验班,采用把阅读与写作整合在一起的写作教学方法组织教学。实验结果表明,实验班由于采用新的写作教学法,英语写作成绩比对比班提高得更为明显,而且实验班的成绩在实验前后后比对比班提高得快。
接着,笔者对实验结果,从词汇多样性、词语搭配、句子结构、句子类型、连接词的使用等方面进行了数据统计与分析。总体说来,新方法对学生词语搭配、语法运用、句型使用等方面的提高更为明显。实验班学生在用词的多样性,句子结构及上下文的衔接连贯性等方面都远远好于对比班。
最后,笔者对实验结果进行了分析,得出以下几点启示:
第一,在阅读教学中要把阅读与写作有机地结合起来,同步训练:在阅读教学过程中运用阅读缩写、阅读仿写和阅读创写的方法并有机地穿插大量的写作实践训练,强调读写能力的综合提高。
第二,阅读方法直接影响写作水平的高低。所以,教师应强调对阅读材料的整体性阅读,帮助学生掌握阅读方法,了解一些阅读的基本因素和特点,以提高学生谋篇布局的能力。
第三,词汇是写好一篇文章的基石。因此,在进行阅读教学时,应注重在词汇概念意义之上增加单词的其它意义,如情感意义、联想意义、搭配意义等,并在原有词汇的基础上,扩展到同义词和反义词。在阅读过程中应帮助学生理解、学习新的单词和词组。在培养学生选词多样、用词地道方面,教师应从语义的角度将表示同一概念的词、表达法和习语从文章中筛选出来,并进行归纳。
第四,要写出生动的、地道的、句型结构变化多样的句子,依赖于在阅读中熟记和模仿。因此,教师不仅要引导学生开展阅读,而且要鼓励他们在阅读教学中充分地利用复述、讨论以及辩论等活动熟记和模仿课文中出现的常用表达法及重点句子。
第五,连贯性是写好一篇文章的重要因素。教师应在阅读的教学过程中训练学生适量使用同一语义范围内的不同连接词,以增强文章的连贯性。
第六,语法规律是英语写作必备的另一个基本要素。在阅读与写作进行整合的教学中,教师在学生口头练习时注意学生出现的语法错误,并且及时纠错能帮助学生最终减少语法错误,提高学生的写作水平。
Writing is an extremely complex intellectual process. In China, writing is always a weak aspect of English teaching. Although our scholars and many English teachers racked their brains in it, the effect is still not obvious and the students' writing has never reached the satisfactory result. Therefore, it is necessary to do some research on how to improve the students' writing ability.
In traditional English reading classes, the relationship between reading and writing has been neglected. Therefore, the teaching work produces very little effect. This thesis first makes a historical review of teaching reading-writing at home and abroad. And it then studies and summarizes the newest study achievements about the English writing teaching for years at home and abroad and the relationship between reading and writing based on Krashen's Comprehensible Input Hypothesis and Swain's Comprehensible Output Hypothesis. Next it boldly advances the integrating teaching of reading-writing in order to finally promote students' English writing level, combining the present situation of middle school English writing with the theory.
In order to verify the effect of this approach, the author carried out the experiment study in two classes of Yichang Jindongfang Senior Middle School. One was established to be the Experimental Class and adopted the integrating teaching of reading-writing to carry out writing teaching; the other was established to be the Control Class and adopted the traditional teaching methods of reading and writing to carry out writing teaching.
The experimental results reported in this paper show that the English writing scores of the students from the Experimental Class have been improved more obviously than that from the Control Class, and the scores of the students from the Experimental Class after the experiment have been improved more quickly than that from the Control Class because of adopting the new writing teaching approach, compared with the scores before the experiment.
Then, the results of the experiment have been summarized and analyzed from the words spelling, collocation, grammar, sentence construction and coherence etc. Generally speaking, students from the Experimental Class have made more obvious progress in the collocation, grammar and sentence pattern than in other fields. About the variety of the vocabulary using, the sentence structure, and about the coherence, the students from the Experimental Class have been all far better than the Control Class.
Finally, the discussion on the experimental results is carried out, and the implications on the English writing teaching from the discussion include the following points.
First, combine reading activities with writing practice reasonably in English classes.
Second, the reading methods directly affect the level of English writing. In the normal teaching of reading, the English teachers should help their students to grasp some reading methods and know some basic factors and characteristics of reading so as to improve the students'ability of building passage structure.
Third, the vocabulary is the foundation of writing a piece of excellent writing. Therefore, when teaching reading materials, we should extend its other meaning of the words, such as affective meaning, associative meaning, collocative meaning based on the conceptual meaning of the vocabularies, etc. And besides the existing vocabularies, we should enlarge their synonyms and antonyms. In the course of teaching reading, we should help our students to understand and learn new words and phrases. About cultivating students in choosing diversified words and using genuine words, in the normal teaching, English teachers should not only help their students to acquire the message of the reading materials, but also ask them, from the side of the semantic field, to select the words, the phrases and the expressions which express the same concept from the reading materials and classify them.
Fourth, writing lively and genuine sentences, whose sentences patterns and structures are various, depends on learning by heart in reading and mechanical imitation in writing in some degree.
Fifth, the coherence is an important factor in writing an excellent article. In the normal teaching, English teachers should encourage their students to properly use some different conjunctions within the same meaning field so as to strengthen the coherence of the article.
Sixth, the grammar rule is another necessary basic essential of the English writing. In the course of teaching, English teachers should sum up the types and causes of the grammar mistakes from students' writings, then give them explanation through classification, and strengthen training so as to reduce the grammar mistakes and improve students' writing ability.
引文
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Goodman,K.S.Reading,writing and written texts:a transactional sociopsycholinguistic view[A].Rudd ell,R.Theoretical models and processes of reading.Newark,DE:International Reading Association,1994.p1093-1130.
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Kucer,Stephen B.The Cognitive Base of Reading and Writing[A].The Dynamics of Language Learning[C].Urbaba Ill:ERIC Clearinghouse on Reading and Coimnunication Skills.1987.
Murray,D.M.Teaching Writing as a Process[M].New Jersey;Hayden Book Company.1976.
Nelson N,Calfee R C.The Reading-writing connection viewed historically.In:Nelson N,Caffee R C.(Eds.).Ninety-seventh year book of the national society for the study of education.Par Ⅱ.Chicago:National Society for the Study of Education,1998b.p1-55.
Raimes,Ann.Techniques in Teaching Writing[M].New York:Oxford University Press.1983.
Swain,M.Three Functions of output in Second Language Learning[A].In G.Cook &B.Seidlehofer(eds.).Principles and Practice in Applied Linguistics[C].Oxford University Press,1995.
Wolf,S.& Gearhart,M."Writing what you read":assessment as a learning event[A].National Center for Research on Evahtation,Standards,and Student Testing,Los Angles,1993.
蔡明德.论英语阅读教学对写作的影响及教学启示[J].2003.http:/dlib.cnki.net./kns50/
曹曲玲.大学英语写作教学再思考[J].中山大学学报论从,2001,(2).
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