How to Improve English Writing Ability in Middle School如何提高中学生写作能力英语毕业论文文档格式.docx
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How to Improve English Writing Ability in Middle School如何提高中学生写作能力英语毕业论文文档格式.docx
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Abstract…………………………………………………………………….1
Keywords……………………………………..……………………………1
I.Introduction……………………………………………………………….2
II.Literaturereview…………...………………………………………...….3
III.Thestudents’difficultiesinwritinginmiddleschool……...…………6
1.Psychologicalproblems………………………………………………..6
2.Linguisticproblems……………………………………………………7
3.Cognitiveproblems…………………………....…………..……………7
IV.PrinciplesofTeachingandImprovingtheWriting…………...………8
1.Principlesofteachingwriting……………………………………………8
1)Theteachers’role……………………………………………………8
2)Thestudents’role……………………………………………….9
2.Tacticsonimprovingthewriting………...………………………………9
V.Whatisagoodwriting……………………………………………….11
VI.Conclusion…………………...…………………………………………11
References………………...……………………………………………..….12
HowtoImproveEnglishWritingAbilityinMiddleSchool
Abstract:
AschinamakesdevelopmentsinscienceandtechnologyandbecomesamemberofWTO,thereisanewdemandforChinesestudentstoacquireEnglishabilityatthisspecialtime.Englishwritingisavaluablecommunicativeskillthatshouldbetreatedasafocusoflanguageteachingandresearch.However,theresultsofsurveysonChinesemiddleschoolstudentsofEnglishprompttoexplorefactorsthatresultintheinefficiencyoftheteachingofEnglishwritingintheChineseclassroom.Thefactorsinclude:
misunderstandingofthenatureofwriting,andoftheteacher’srole;
problemswithwritingtextbooks’insufficientEnglishwritingresearch.Howtoimprovethewritingabilityofmiddleschoolstudentshasremainedaheadacheinforeignlanguageteachingandamainconcernofforeignlanguageteachers.MostofmiddleschoolstudentslookonEnglishwritingasaheadacheandmanystudentsarestillincompetentinwritinginspiteofthefactthattheyhavelearnedEnglishformanyyears.ThispaperfocusesonasuccessfulapplicationofinnovationinteachingmiddleschoolstudentsEnglishwritingwhichcombinestheadoptionofprocesswritingapproach,thetask-basedandlearner-centeredclassroomactivities,andothermethods.
Keywords:
writingprocess;
effectivemethods;
Thenatureofwriting
摘要:
在中国科技发展及加入世界贸易组织这个特殊时期,具备良好的英语使用能力已经成为中国学生的一种新要求。
作为一种有效的交际技能,英语写作应该被看成是语言教学和研究的重点。
然而,通过对我国中学生的英语写作水平进行的调查,总结出的结果促进我们对造成英语写作教学低效的因素的研究和探讨。
这些因素只要包括对写作本质的误解,教师在教学中的角色以及写作教学课本内容不充分。
如何提高中学生的英语写作水平已经成为长期让英语老师头疼的问题。
对于大多数中学生来说,尽管他们已经学了很多年的英语,但是写作能力差依然是一个让他们头疼的大问题。
这篇论文的重点在于如何在中学英语教学中成功的运用以学生为中心的教学活动,教会学生在英语写作中运用分步写作法,达到提高他们写作能力的目的
关键词:
写作过程;
有效的方法;
写作的本质
I.Introduction
TeachingEnglishwritingtoChinesestudentshaslongbeenrecognizedasoneofthemostdauntingtasksofmiddleschooleducationinourcountry.Sooftendowehearwritingteachers’uneasyremarksaboutthepoorqualityofstudentwritings,whichmainlymanifestsitselfinlackofsubstance,improperwayoftextualdevelopmentandpoorgrammar.Andsooftendowehearstudents’grumblingcomplainsabouthavingnothingtosayandnotknowinghowtosayproperly.“Ihavelittletosayaboutit,”saysonestudent.“Writingisnastilyboring,becauseIreallydonotknowhowtowrite,”grumblesanother.Suchisatroublingscenarioprevalentinourcountry.Writinginasecondlanguageisnotonlyinfluencedbysuchfactorsastopic,definitionofaudience,andselectionofdiscoursegenre,butalsoinfluencedbytheculturalandlinguisticconventionsofthewriter’sfirstlanguage.Therefore,theabilitytowriteafluent,coherenttextimpliesmorethantheabilitytocontrolvocabulary,syntax,andmechanics.Theteachingofwriting,sotospeak,ismorethantheteachingofwritingskillsortechniques.
Writinghaseverywherebecomethevitalmeansfortheperformanceofmanyvarioustasks:
dealingwiththeroutineworkoftheoffice;
makingacontractbetweencompanies;
communicatingwithfriendswhoarenotinthesameplace;
recordingsomethingimportantforourlisteningandreading.Thusonlythosewithafullcommandoftheskillsrequiredforthesetaskscanbeconfidentofbeingaccurate,specificandreasonableintheirwriting.ToourChinesemiddleschoolstudents,improvewritingnowisveryimportantfortheirfuture.Forinstance:
asecretaryinanofficemustpossesstheskillofhowtowritedocumentsconcerningtheworkofthisoffice;
ateachermusthavetheabilitytowritereasonableteachingplanstoguaranteetheteachinggoessmoothly;
ajournalistshouldhavetheabilitytowritearticlesmoretruthfully,inamoreconvincingmanner,becauseheorsheisthelinkbetweenthegovernmentandthecities,whatsheorhehaswrittenreflectsthegovernmentandontheotherhandthereisfeedbackfromthecitizens,forwhichthislinkisoneofthemostimportantmediabetweengovernmentandpeople.Ifthismediaoperatesasmoothlyasexpected,societywouldbedevelopinginaverypositiveway.Accordingly,improvingstudents’writingabilityhasturnedouttobeoneofthekeytasksinmiddleschoolEnglishteaching.Ofthestudentswhoarestudyingatmiddleschoolatpresentsomeofthosemightbethesecretaries;
theteachersorthejournalistsinthefuture.
Asischaracteristicoflanguage,soundistheveryfirstthinganyoneencounterswhenbeginningtolearntolistenwhenveryyoung.Iteventuallyproducestheabilitiestospeak,andlaterformsthebaseofwritingforthetimewhenschoolingbegins.Oftheprocessofobtainingtheseskills,writingisthemostdifficultonewhichstronglydeterminedbythecommandofspeaking,ifwehaveahigherskillofspeaking;
itwouldrelativelyeasiertogetahigherabilityofwriting.WemayhaveaclearmemoryofourprimaryschooltimewhenwebegantolearnChinese.Readingaloud,reciting,retellingandrepeatingaftertheteachersweretheeverydaytaskswedidintheclassroom,orathomeintheformofhomework.Weinheritedalltheaboveskillspredominantlybyspeaking.Withtheenhancingofwordpowerandtheaccumulationoflinguisticsense,webegantolearnhowtowrite.Thewritingonthisstageisstillpredominantdependedonwhatweabouttosay.Usuallywespeakoutwhatweareaskedtowritedownbeforeandduringthewholeprocessofwriting.
Whenwewanttoexpresssomething,weobeytherulesandfollowtheprocedurespsychologicallybyformingtheexpressioninmindforsometimefirst.Laterfindingthesuitablewordstohelporganizewhatweareformingintosentences.Usuallyinthisprocess,speakingisanever-ending-taskinfinishingtheseprocedures.Finallywewriteourformulationsdown.Whilewritingweneverstoputteringinourmindsinordertohelporganizebettersentences.ThispapermainlyfocusesontheeffectivemethodstoimproveEnglishwritingability,andtherelationsbetweenthem.Ihopetofindnewwaysofteachingwritingbystudyinganddoingresearchontheseinfluences.
Someofmanyinfluencesonwritingare:
1.Theinfluenceonthewayoforganizingideas
2.Theinfluenceonthestructureofwriting
3.Theinfluenceonusingtheproperwords
4.Theinfluenceonhelpingtorevisethewritingafterfinishingit
II.LiteratureReview
Writingistheprocessofselecting,combining,arranginganddevelopingideasineffectivesentences,paragraphs,andoften,longerunitsofdiscourse.Theprocessrequiresthewritertocopewithanumbersofvarieties:
1.Methodsofdevelopment(narrating,explaining,describing,reportingandpersuading);
2.Tone(frompersonaltoquiteformal);
3.Form(fromalimericktoaformallettertoalongresearchreport);
4.Purpose(fromdiscoveringandexpressingpersonalfeelingsandvaluestoconductingtheimpersonal“business”ofeverydaylife);
5.Possibleaudiences(oneself,classmatesateacher,“theworld”).
Writingisanextremelycomplexcognitiveactivityinwhichthewriterisrequiredtodemonstratecontrolofanumberofvarietiessimultaneously.Atthesentenceslevel,theseincludecontrolofcontent,format,sentencestructure,vocabulary,punctuation,spellingandletterformation.Beyondthesentence,thewritermustbeabletostructureandintegrateinformationintocoherentparagraphsandtexts.Thiscomplexprocesshasbeenstudiedfromdifferentperspectives.
SinceHalliday(1985)markedabeginningofanewerawhengrammariscloselyrelatedtoitsfunction,statingthreeexclusivecategoriesofmeaningexpressedbygrammar:
experimentmeaning,interpersonalmeaningandtextualmeaning,researchersandlanguageteachershaveendeavoredtolocateconnectionsbetweenfunctionalgrammarandlanguageteaching.Inotherwords,theyhavebeenexploringwaysofapplyingfunctionalgrammarintothefieldoflanguageteaching.LenUnderworth(1999)analyzedthelanguagecharacteristicsofscientificwritingsuchasscienceandhistorytextsintheperspectiveoffunctionalgrammar.Hespottedthedenselypackedinformationclausestructured.TheauthorintendstoeasetheanxietyofEnglishgrammarandreducethedifficultyforreaderswhentheydealwithscientificwriting.ThisarticleisinalignmentwiththecurrentendeavorstoprepareteachersinAustraliainaddressingtheinterconnectionsoflearningincontentareasandlearningtocontrolthegrammaticalformsthatconstructandcommunicateknowledgeinthecontentareas.JohnCollerson(1995)linksfeaturesofcontext(tenor,fieldandmode)tomajorfunctionsoflanguage.Byusingmeta-languageCollersontriesrecastingtheclause,theessentialelementoflanguage,intodifferentwaysandexplainshowthedifferentwayscanbeconveyedinlanguage.Theaimofthebookistoenhancetheinstructionoffunctionalgrammarbyprimaryschoolteacherswhointurnsupplyscaffoldinginteaching.
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