重视中学英语写作中背诵的输入
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摘要
我国学生英语写作中普遍存在着汉语负迁移的现象,语法、词汇及其表达处处留下汉语干扰的痕迹,这严重地妨碍了学生英语写作交际能力的提高。究其根源,还在于学生的语言输入不足。本文针对这一现状,试图从第二语言习得理论的角度探讨背诵输入对排除母语干扰、克服英语写作中的负迁移所起的重要作用,强调背诵输入在当前英语写作教学中应有的地位。
传统的语文学习方法强调朗读和背诵范文,强调记忆,我国国内的第一语言和第二语言的教学中广泛地应用这一方法。然而,很少有人从事对这种方法的研究。在英语教学实践中,老师对于课文的要求也是不同的。有些教师要求学生背诵全篇课文,有些则要求只要背会划出的短语,而有些老师只让学生理解课文,读几遍就可以。本研究目的在于发现教师的不同背诵要求对于学生的英语学习是否有影响,如果有影响,差异是什么。
以高中学生为主要对象,围绕学生的英语写作学习问题,尝试将背诵法这一传统教学手段应用于高中学生的写作教学中,力图探明背诵对写作教学的有效性,以期为高中学生探询出一种切合实际而高效的写作学习方法.
在研究方法的设计上,本研究采用了文献研究法,访谈调查法以及实验研究法。整合了专著,学术期刊,学位论文,网络及学术会议资料等多方面的研究文献,从宏观上对国内外写作教学研究形式进行了总体把握;同时,为精确调查背诵学习法对英语写作表达的影响,研究过程中设计了为期两学期的教育实验,以等组前后测的实施方式获取了第一手数据资料,以保证数据分析的科学,合理。通过理论探索与实证研究,本论文论证了背诵为学习者写作语言能力的持续发展奠定坚实基础,也论证了其在现代英语教学中不可忽视的一席之地。
对中学英语教学的启示是:运用新的教学理论和现代教学手段的同时,不能忽略传统教学方法的作用。
诚然,本研究尚存在许多不足之处,例如,资料的获取所采用的统计测量手段比较单一,所采用的样本量较小,学生的水平测试试卷的信度和效度需进一步证实等等。因此,相关结论还有待于今后的研究进一步丰富和完善。
There commonly exists a phenomenon of negative transfer of Chinese in our students' English writing. Grammar, vocabulary, and expression are marked by the interference of Chinese which greatly impedes the improvement of the students' writing communicative competence. This is mainly due to the inadequacy of the students' language input. In view of the present situation, this paper attempts to explore the important role that the input of recitation plays in getting rid of the interference and the negative transfer.
This study is inspired by the intention to figure out effective and feasible writing learning strategies for senior high school students in China. There's no shortage of researches on the validity of writing learning strategies in the second language acquisition. However, recitation, a traditional method of literacy learning still widely practiced in China received very few investigations. In view of this, the paper made a tentative study to explore its efficiency in improving writing proficiency by applying it into the writing learning of high school students.
Specifically, in this paper, the research is undertaken with the main focus on answering the general question as to the role of such a traditional literacy practice as recitation may play in contemporary literacy education.
In terms of research methodology, this research includes both qualitative and quantitative studies, such as literature review, interview and experimental study. By means of reviewing related writing development theories and recent empirical studies both abroad and domestic, the paper presents a conceptual understanding of the research question and a holistic picture of writing development study. The experiment lasting two terms was designed and carried out specifically for research question: what effect recitation has on high school students' writing proficiency.
The results demonstrate that recitation helps lay a solid foundation for learners' further development in language written performance, and has a place in today's English teaching in China, therefore, recitation can be implemented during high school English learning as an important element in the teachers' instruction package.
In addition, it is revealed from the interview that most of the students hold a positive attitude toward recitation. They think recitation is a good effective but painful strategy to practice written English.
Like all empirical studies, this study suffered from limitations though it was designed carefully. Firstly, data collection techniques are needed to get more accurate information. Secondly, the sample under investigation is relatively small; moreover, the reliability and validity of the test papers used in this study need confirming. Considering the above limitations, therefore, most of the results obtained in present study are left to be improved and it is hoped that further research will lead to more overall and accurate results.
传统的语文学习方法强调朗读和背诵范文,强调记忆,我国国内的第一语言和第二语言的教学中广泛地应用这一方法。然而,很少有人从事对这种方法的研究。在英语教学实践中,老师对于课文的要求也是不同的。有些教师要求学生背诵全篇课文,有些则要求只要背会划出的短语,而有些老师只让学生理解课文,读几遍就可以。本研究目的在于发现教师的不同背诵要求对于学生的英语学习是否有影响,如果有影响,差异是什么。
以高中学生为主要对象,围绕学生的英语写作学习问题,尝试将背诵法这一传统教学手段应用于高中学生的写作教学中,力图探明背诵对写作教学的有效性,以期为高中学生探询出一种切合实际而高效的写作学习方法.
在研究方法的设计上,本研究采用了文献研究法,访谈调查法以及实验研究法。整合了专著,学术期刊,学位论文,网络及学术会议资料等多方面的研究文献,从宏观上对国内外写作教学研究形式进行了总体把握;同时,为精确调查背诵学习法对英语写作表达的影响,研究过程中设计了为期两学期的教育实验,以等组前后测的实施方式获取了第一手数据资料,以保证数据分析的科学,合理。通过理论探索与实证研究,本论文论证了背诵为学习者写作语言能力的持续发展奠定坚实基础,也论证了其在现代英语教学中不可忽视的一席之地。
对中学英语教学的启示是:运用新的教学理论和现代教学手段的同时,不能忽略传统教学方法的作用。
诚然,本研究尚存在许多不足之处,例如,资料的获取所采用的统计测量手段比较单一,所采用的样本量较小,学生的水平测试试卷的信度和效度需进一步证实等等。因此,相关结论还有待于今后的研究进一步丰富和完善。
There commonly exists a phenomenon of negative transfer of Chinese in our students' English writing. Grammar, vocabulary, and expression are marked by the interference of Chinese which greatly impedes the improvement of the students' writing communicative competence. This is mainly due to the inadequacy of the students' language input. In view of the present situation, this paper attempts to explore the important role that the input of recitation plays in getting rid of the interference and the negative transfer.
This study is inspired by the intention to figure out effective and feasible writing learning strategies for senior high school students in China. There's no shortage of researches on the validity of writing learning strategies in the second language acquisition. However, recitation, a traditional method of literacy learning still widely practiced in China received very few investigations. In view of this, the paper made a tentative study to explore its efficiency in improving writing proficiency by applying it into the writing learning of high school students.
Specifically, in this paper, the research is undertaken with the main focus on answering the general question as to the role of such a traditional literacy practice as recitation may play in contemporary literacy education.
In terms of research methodology, this research includes both qualitative and quantitative studies, such as literature review, interview and experimental study. By means of reviewing related writing development theories and recent empirical studies both abroad and domestic, the paper presents a conceptual understanding of the research question and a holistic picture of writing development study. The experiment lasting two terms was designed and carried out specifically for research question: what effect recitation has on high school students' writing proficiency.
The results demonstrate that recitation helps lay a solid foundation for learners' further development in language written performance, and has a place in today's English teaching in China, therefore, recitation can be implemented during high school English learning as an important element in the teachers' instruction package.
In addition, it is revealed from the interview that most of the students hold a positive attitude toward recitation. They think recitation is a good effective but painful strategy to practice written English.
Like all empirical studies, this study suffered from limitations though it was designed carefully. Firstly, data collection techniques are needed to get more accurate information. Secondly, the sample under investigation is relatively small; moreover, the reliability and validity of the test papers used in this study need confirming. Considering the above limitations, therefore, most of the results obtained in present study are left to be improved and it is hoped that further research will lead to more overall and accurate results.
引文
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2. Atkinson, R. C.&Shiffrin, R. M. 1968. Human memory: a proposed system and its control processes. In K. W. Spence and J. T Spence, The psychology of learning and motivation, Vo1.2. New York: Academic Press.
3. Basham; A. L. 1954. The wonder that was India: A survey of the culture of the Indian Sub-Continent before the coming of the Muslims. London: Sidgwick and Jackson.
4. Bolinger, D. 1976. Meaning and memory [J]. Forum Linguisticum. Vol: 1.
5. Brown, H. D. 1994. Teaching by principles: An interactive approach to language pedagogy.New Jersey: Prentice=Hall Regents.
6. Cross, D:1991. A practical handbook of language teaching. London: Cassell.
7. Cook, Cx .1994(48). Repetition and learning by heart: An aspect of intimate discourse, and its implications [J]. ELT Journal. Vol: 48.
8. Dallmann, Martha, et al. 1960. The teaching of reading. New York: Holt, Rinehart and Winston, Inc.
9. Davies, F 1995. Introducing reading. London: Penguin.
10. Day, R. 1986. Learn: Conversation in second language Newbury House.
11. Elks, R: 1999a. The study of second language acquisition. Shanghai: Shanghai Foreign Language Education Press.
12. Ellis, R. 1999b. Understanding second language acquisition. Shanghai: Shanghai Foreign Language Education Press.
13. Foster P&Skehan P 1996. The influence of planning' and task type on second language performance [J]. Studies in Second Language Acquisition. Vol: 18.
14. Gagn6, Robert, M. 1977. The conditions of learning. New York: Holt, Rinehart and Winston, Inc.
15. Harmer, J. 1991. The practice of English language teaching (New edition). London: Longman.
16. Halliday, M. A. K&Hasan R. 1976. Cohesion in English [M]. London: Longman.
17. Hudson, R. A. 1980. Socioliguistics. Cambridge: Cambridge University Press.
18. Krashen, S. D. 1981. Second language acquisition and second language learning. Oxford Pergamon Press.
19. Krashen, S. D. 1982. Principles and practice in second language acquisition. Oxford Pergamon Press.
20. Krashen, S. D. 1985. The input hypothesis: Issues and implications. London: Longman.
21. Krashen, S. D. 1989. We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal.
22. Krashen, S. D.&Scarcella. R. 1978. On routines and patterns in language acquisition and performance(J). Language Learning. Vol: 28.
23. Lewis, M. 1993. The lexical approach:The state of ELT and a way forward [M]. Hove, UK Language Teaching Publications.
24. Lightbown, P. M. and Spada, N. 2002. How languages are learned. Shanghai: Shanghai Foreign Language Education Press.
25. .Littlewood, W. T. 1981'. Communicative language Teaching. Cambridge: Cambridge University Press.
26. Littlewood, W. T. 1984. Foreign and second language learning. Cambridge: Cambridge University Press.
27. Lozanov, Gz 1978. Suggestology and outlines of suggestopedy. New York: Gordon Language Publications.)
28. Matalene. C. 1985. Contrastive rhetoric: An American writing teacher in China [J]. College English. Vol: 47.
29. Nation, I. S. R 1982. Beginning to learn foreign vocabulary: A review of the: research. RELC Journal. Vol: 13.
30. Nation, I. S. P 1990. Teaching and learning vocabulary. Boston, Mass: ] Heinle&Heinle Publishers.
31. Nation, I. S. P 1994. Review of working with words, teaching and learning vocabulary. Vocabulary in Action; and Vocabulary System.
32. Nation, I. S. P 2001. Learning vocabulary in another language. Cambridge: Cambridge University Press.
33. Nation, P.&Carter, R. 1989. Vocabulary acquisition. Special issue: AILA Review.
34. Nattinger, J. R.&DeCarrico, J. S. 1992. Lexical phrases and language teaching【M】.Oxford Oxford University Press.
35. Nattinger, J. ft.&DeCarrico, J. S. 1993. A lexical phrases dictionary for language learners. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages,Atlanta, GA.
36. Nuttall, Christine. 1982. Teaching reading skills in a foreign language. London: Heinemann Educational Books.
37. Olson, D. R. 1988. Mind and media: The epistemic function of literacy [J]. Journal of Communications. Vol: 38.
38. Pennycook, A. 1996. Borrowing others' words: Text, ownership, memory, and plagiarism [J]. TESOL Quarterly. Vol: 30.
39. Parry, K. (Ed.) 199& Culture,literacy; and, learning English: Voices the Chinese classroom [M]. Portsmouth, NH: Heinemann.
40. Pawley, A.&Syder, R 1983. Two puzzles for linguistic theory: Nativelike selection and nativelike fluency [A]. In J. Richards&R. Schmid, Languages and communication.London: Longman.
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