研究过程教学法与写作水平二者之间的关系 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-12-18编辑:hynh1021点击率:9538
论文字数:20900论文编号:org201212171618273912语种:英语 English地区:中国价格:$ 66
关键词:大学英语写作教学过程写作法输入理论学习策略
摘要:讨论的过程中教学的主要理论和实践的经验教训的试验研究的基础上,并不多。虽然中国有很多专家和学者研究,但没有很大的突破,或降低学生的整体写作技巧。
cessively make some research on the method. The representatives areFlower&Hayes (1981), Berlin(1982), Horowits (1986), Keh (1990), Krashen (1984), Liebman-Kleine (1986),Miller (1992), Reid(1982; 1994), Stanley (1992), Silva (1990).Of the scholars,Flower&Hayes (1977:449-461) consider the writing as a form of solving problems and posethe influential cognitive model including task environment, long-term memory and writingprocess. Among the three, writing process is the emphasis and the other two is the context. Atthat time, there are increasing researchers doing the research. With the two American scholars’active advocating, process approach is put into teaching practice. Zamel (1976:74) stateswriting expressions and creation are the emphasis. Raims (1979:67-76) points out that there aretwo aspects of writing: on one hand, people just write based on correct grammar; on the otherhand, people write based on writing skills and learn how to express ideas in great efficiency.Yet due to limited class hours and other unfavorable conditions, students from non-Englishmajors in the university can’t do it. However, good English writing skills can’t be acquired inone day just like the saying “the Rome is not built in one day”. Thus in the teaching, teachersshould have taken a variety of instructional means to direct the students to write, changingteaching methods, through a lot of ways to foster students' writing skills, requiring students todo more practice, so that their English writing in terms of both quality and writing speed can beimproved continuously. In the middle of 1980s, Hairston (1982:76-78) points out that there is aparadigm shift from the product to process approach. Writing is regarded as a lineal process.Whether the writing is good or not depends on the main idea of the writing.Nunan (1991:99) holds that writing should be seldom connected with the writer’s firstlanguage. That is to say, the writing must be standard and appropriate to the readers. For thosewho write in a second or foreign language, Kroll ( 1990 ) says there exists a lot ofdifficulty ,which is “compounded both by the way in which first language literacy skills maytransfer to or detract from the acquisition of second language skills”. Hyland(2005)describesthat“writing is central to our personal experience and social identities, and we are oftenevaluated by our control of it.” Even though the focus has been shifted, many previous scholarsstill ignore the writing process. So numerous researchers (Larios,et al, 2002; Matsuda, 2003)appeal to more researches about the method. Through these researches, process approach isthought to be very popular in the west.In China, with the effect of the process method in the west, a great amount of literatureabout process writing has been made which approximately falls into three parts: the first isspeculative about the existing problems in the writing; the second is the text feature discussionand some lexical usage discussion; the third is some influential writing factors (姜炳生, 2003;刘爱英, 2003). Compared with foreign researchers, most researches focus on the existingproblems and the discussion about some influential factors, and solutions are rather rare.Chinese research on the method is still at its initial stage (王文宇&文秋芳, 2002;陈秀兰,2005) . With these various opinions put forward by researchers at home and abroad, the EFLeducationalists and the practitioners really should explore some feasible ways or approaches toenhance the
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