英语小说阅读对大学生英语写作表现的影响
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摘要
研究目标：本论文的研究目标足通过教学实验了解阅读英语小说是否会引起中国大学生英语写作表现出现显著改善,同时了解中国大学生在大量阅读英文小说后其英语写作语言会有哪些具体表现,论文也要通过问卷调查了解中国大学生对于将英语小说阅读纳入英语写作教学这一英语写作教学方式的认同感,同时了解中国大学英语教师对于上述英语写作教学方式的认同感。
研究方法：本研究主要采用的是一种通过实验组和控制组之间的对照来进行的教学实验研究方法,这是一种定量与定性相结合的研究方法。
首先,参加教学实验的两个自然班的学生被分别设定为实验组和控制组——对于控制组,授课教师采用了传统的写作教学方式,即一方面主要给学生开办英语写作技巧知识方面的讲座,一方面结合精读课本内容让学生完成撰写课文摘要和读后感等写作练习任务；对于实验组,教师除了给予跟控制组一样的传统写作训练内容以外,同时为实验组学生提供英文小说阅读指导,布置一定量的小说作品阅读任务,并结合小说阅读进行相应的写作训练。两个组的核心区别是英语小说阅读元素的引入。
其次,在实验前和实验后分别对两组学生进行了英语写作水平测试和英语综合水平客观题测试,并通过实验组和控制组之间的各项测试数据对比,分析英文小说阅读与大学生英语写作表现之间的相关性。
另外,本研究同时通过问卷调查的方式收集了大学生和大学英语教师分别对于利用英语小说阅读开展英语写作教学这样的教学方式的态度,以质性分析的方法了解英语小说阅读对于中国大学英语学习者的二语写作学习信心水平和动机水平方面的影响,以及中国大学英语教师在英语写作教学活动中对于英语小说阅读元素利用的状况。
实验结果显示：1.实验组和控制组之间在实验前后测的写作综合得分上具有明显的区别,但是这些差异都没有达到统计学上的显著水平。不过,两名阅卷员的评分一致表明,实验组和控制组之间的写作综合得分对比关系在实验前后发生了相同方向的变化：甲评分员(阅卷员何)的评分数据表明,实验前,实验组的写作综合得分略低于控制组得分,实验后,实验组的写作综合得分反超控制组得分；乙评分员(阅卷员徐)的评分数据表明,实验前后,实验组的写作综合得分均比控制组得分高,但是,实验之后,两个组之间的写作综合得分差距比实验前两个组的得分差距扩大了两倍。
2.实验组和控制组在整个实验期内同时接受了相同的写作技巧知识训练,得到了相同的写作基本知识讲解,在诸如“学习者语言流利度、学习者语言复杂度”等学习者写作语言表现测量体系等方面接受了同样的培训,接受了相同的“撰写课文摘要、定题作文”等写作练习任务。这些写作知识和技巧训练在实验后测中均得到了积极的反映,实验组和控制组学生在这些语言表现测量指标上的表现均显著优于没有接受此类训练的外围对照班学生的表现。但是,控制组学生在这些写作语言表现测量指标方面的积极变化并未导致该组学生的英语写作综合得分达到跟实验组学生一样的增长。
3.根据本研究设计的核心研究变量——英文小说阅读元素的存在,我们有理由相信,实验组在实验前后表现出来的相对于控制组的优势变化可能由英语小说阅读活动的引入而引起。但是,由于本研究的实验结果数据尚未达到统计学上的显著水平,我们还需要进一步延长实验周期,并改进研究过程中的一些具体方法,以期获得更加客观的、更加具有说服力的研究数据。
OBJECTIVES:The ultimate objectives of this study are intended1. to find out whether the college students' reading of English novels can lead to significant improvement in their performance in English writing,2. to examine the specific changes in the subject students' writing performance measures after the designated amount of English novel reading, which involves such measures as "Length" and "W/M "(words per minute) for language fluency, and "T/T"(type/token ration) and "W/T"(words per T-unit) for language complexity,3. to investigate the college students' opinions about the intake of English novel reading in English writing classes, and4. to investigate the college English teachers' opinions and practices on the English-novel-reading-related elements in English writing classes.
METHOD:This study employed an experimental teaching project involving contrasting between an experimental group and a controlled group, which resorted to a combination of quantitative analysis and qualitative analysis.
Prior to the study, subject students were randomly assigned to two different groups—the experimental group and the controlled group. In the controlled-group class, the teacher employed a rather traditional way to teach English writing:on the one hand, the students were given several lectures concerning English writing knowledge and basic techniques; on the other hand, the students were required to write summaries and comments for each learned passage in the textbook. In the experimental-group class, besides the above mentioned traditional content concerning lectures and textbook-passage summary writings practiced in the controlled-group class, the teacher also gave the students instructions on English novel reading, gave the students reading tasks involving several simplified English novels, and required the students to write book reports consisting of both summaries and comments. The essential difference between the two groups is the introduction of English novel reading into English writing classes or not.
It also included pre-testing all the subject students before the experimental teaching project and post-testing these students immediately following the project. Both pre-testing and post-testing involved an argumentative writing task and a multiple choice test paper for vocabulary, grammar and reading comprehension. All bivariate correlate analyses between college students'English novel reading and the improvement of their English writing performance are based on all those pre-testing data and post-testing data.
In addition, this study also operated pre-study survey and post-study survey with a questionnaire concerning students'confidence and motivation levels in English writing learning; besides, a large number of college English teachers who can by and large represent their peers were interviewed with a questionnaire concerning their reviews on their own English writing teaching experiences and their reviews on the intaking of English novel reading in English writing classes.
RESULTS:1. The statistical analysis findings showed that, after the experimental teaching project, there did occur conspicuous difference between the experimental group's holistic scores in writing and the controlled group's holistic scores in writing, and there did occur great improvement in the experimental group's holistic scores in writing as well after the experimental teaching project. But most these differences failed to amount to the statistically significant level (p=.05). Nevertheless, the holistic scorings of both the two scorers congruously unfolded a same change tendency in the relative status between the experimental group and the controlled group:the scoring of Grader A (the scorer Mr. He) showed that while the experimental group was inferior to the controlled group before the experimental teaching project, the experimental group surpassed the controlled group after the experimental teaching project; the scoring of Grader B (the scorer Ms. Xu) showed that while the experimental group was superior to the controlled group both before and after the experimental teaching project, the gap between the two groups was almost doubled after the experimental teaching project.
2. In the experimental teaching project both the experimental group and the controlled group were given same trainings in English writing knowledge and techniques, they were taught the same knowledge about writing performance measures concerning language fluency and language complexity, and they were given same writing tasks including writing summaries and comments for each learned passage in the textbook. All these teaching efforts gave rise to positive changes in the subject students'writings after the experimental teaching project. Specifically, both students from the experimental group and the controlled group, in the post-study writing test, performed much better than the students from a non-subject group (a third class lectured by another teacher) in terms of the four measures concerning language fluency and complexity. However, the controlled groups like improvement in these language performance measures didn't result in a same improvement in holistic writing scores as the experimental group.
3. Based on all the statistical findings, and with the kernel variable of this research—the certain amount of English novel reading in consideration, it can be reasonable for us to believe that all the advantageous changes occurring in the experimental group's holistic writing scores over the controlled group come from the experimental group's active reading of English novels. For the sake of a more statistically significant level of difference between the experimental group and the controlled group, however, we may need to extend the duration of our teaching experiment, and refine our researches methodologically, so that we may be able to acquire more objective and more convincing research data.
研究方法：本研究主要采用的是一种通过实验组和控制组之间的对照来进行的教学实验研究方法,这是一种定量与定性相结合的研究方法。
首先,参加教学实验的两个自然班的学生被分别设定为实验组和控制组——对于控制组,授课教师采用了传统的写作教学方式,即一方面主要给学生开办英语写作技巧知识方面的讲座,一方面结合精读课本内容让学生完成撰写课文摘要和读后感等写作练习任务；对于实验组,教师除了给予跟控制组一样的传统写作训练内容以外,同时为实验组学生提供英文小说阅读指导,布置一定量的小说作品阅读任务,并结合小说阅读进行相应的写作训练。两个组的核心区别是英语小说阅读元素的引入。
其次,在实验前和实验后分别对两组学生进行了英语写作水平测试和英语综合水平客观题测试,并通过实验组和控制组之间的各项测试数据对比,分析英文小说阅读与大学生英语写作表现之间的相关性。
另外,本研究同时通过问卷调查的方式收集了大学生和大学英语教师分别对于利用英语小说阅读开展英语写作教学这样的教学方式的态度,以质性分析的方法了解英语小说阅读对于中国大学英语学习者的二语写作学习信心水平和动机水平方面的影响,以及中国大学英语教师在英语写作教学活动中对于英语小说阅读元素利用的状况。
实验结果显示：1.实验组和控制组之间在实验前后测的写作综合得分上具有明显的区别,但是这些差异都没有达到统计学上的显著水平。不过,两名阅卷员的评分一致表明,实验组和控制组之间的写作综合得分对比关系在实验前后发生了相同方向的变化：甲评分员(阅卷员何)的评分数据表明,实验前,实验组的写作综合得分略低于控制组得分,实验后,实验组的写作综合得分反超控制组得分；乙评分员(阅卷员徐)的评分数据表明,实验前后,实验组的写作综合得分均比控制组得分高,但是,实验之后,两个组之间的写作综合得分差距比实验前两个组的得分差距扩大了两倍。
2.实验组和控制组在整个实验期内同时接受了相同的写作技巧知识训练,得到了相同的写作基本知识讲解,在诸如“学习者语言流利度、学习者语言复杂度”等学习者写作语言表现测量体系等方面接受了同样的培训,接受了相同的“撰写课文摘要、定题作文”等写作练习任务。这些写作知识和技巧训练在实验后测中均得到了积极的反映,实验组和控制组学生在这些语言表现测量指标上的表现均显著优于没有接受此类训练的外围对照班学生的表现。但是,控制组学生在这些写作语言表现测量指标方面的积极变化并未导致该组学生的英语写作综合得分达到跟实验组学生一样的增长。
3.根据本研究设计的核心研究变量——英文小说阅读元素的存在,我们有理由相信,实验组在实验前后表现出来的相对于控制组的优势变化可能由英语小说阅读活动的引入而引起。但是,由于本研究的实验结果数据尚未达到统计学上的显著水平,我们还需要进一步延长实验周期,并改进研究过程中的一些具体方法,以期获得更加客观的、更加具有说服力的研究数据。
OBJECTIVES:The ultimate objectives of this study are intended1. to find out whether the college students' reading of English novels can lead to significant improvement in their performance in English writing,2. to examine the specific changes in the subject students' writing performance measures after the designated amount of English novel reading, which involves such measures as "Length" and "W/M "(words per minute) for language fluency, and "T/T"(type/token ration) and "W/T"(words per T-unit) for language complexity,3. to investigate the college students' opinions about the intake of English novel reading in English writing classes, and4. to investigate the college English teachers' opinions and practices on the English-novel-reading-related elements in English writing classes.
METHOD:This study employed an experimental teaching project involving contrasting between an experimental group and a controlled group, which resorted to a combination of quantitative analysis and qualitative analysis.
Prior to the study, subject students were randomly assigned to two different groups—the experimental group and the controlled group. In the controlled-group class, the teacher employed a rather traditional way to teach English writing:on the one hand, the students were given several lectures concerning English writing knowledge and basic techniques; on the other hand, the students were required to write summaries and comments for each learned passage in the textbook. In the experimental-group class, besides the above mentioned traditional content concerning lectures and textbook-passage summary writings practiced in the controlled-group class, the teacher also gave the students instructions on English novel reading, gave the students reading tasks involving several simplified English novels, and required the students to write book reports consisting of both summaries and comments. The essential difference between the two groups is the introduction of English novel reading into English writing classes or not.
It also included pre-testing all the subject students before the experimental teaching project and post-testing these students immediately following the project. Both pre-testing and post-testing involved an argumentative writing task and a multiple choice test paper for vocabulary, grammar and reading comprehension. All bivariate correlate analyses between college students'English novel reading and the improvement of their English writing performance are based on all those pre-testing data and post-testing data.
In addition, this study also operated pre-study survey and post-study survey with a questionnaire concerning students'confidence and motivation levels in English writing learning; besides, a large number of college English teachers who can by and large represent their peers were interviewed with a questionnaire concerning their reviews on their own English writing teaching experiences and their reviews on the intaking of English novel reading in English writing classes.
RESULTS:1. The statistical analysis findings showed that, after the experimental teaching project, there did occur conspicuous difference between the experimental group's holistic scores in writing and the controlled group's holistic scores in writing, and there did occur great improvement in the experimental group's holistic scores in writing as well after the experimental teaching project. But most these differences failed to amount to the statistically significant level (p=.05). Nevertheless, the holistic scorings of both the two scorers congruously unfolded a same change tendency in the relative status between the experimental group and the controlled group:the scoring of Grader A (the scorer Mr. He) showed that while the experimental group was inferior to the controlled group before the experimental teaching project, the experimental group surpassed the controlled group after the experimental teaching project; the scoring of Grader B (the scorer Ms. Xu) showed that while the experimental group was superior to the controlled group both before and after the experimental teaching project, the gap between the two groups was almost doubled after the experimental teaching project.
2. In the experimental teaching project both the experimental group and the controlled group were given same trainings in English writing knowledge and techniques, they were taught the same knowledge about writing performance measures concerning language fluency and language complexity, and they were given same writing tasks including writing summaries and comments for each learned passage in the textbook. All these teaching efforts gave rise to positive changes in the subject students'writings after the experimental teaching project. Specifically, both students from the experimental group and the controlled group, in the post-study writing test, performed much better than the students from a non-subject group (a third class lectured by another teacher) in terms of the four measures concerning language fluency and complexity. However, the controlled groups like improvement in these language performance measures didn't result in a same improvement in holistic writing scores as the experimental group.
3. Based on all the statistical findings, and with the kernel variable of this research—the certain amount of English novel reading in consideration, it can be reasonable for us to believe that all the advantageous changes occurring in the experimental group's holistic writing scores over the controlled group come from the experimental group's active reading of English novels. For the sake of a more statistically significant level of difference between the experimental group and the controlled group, however, we may need to extend the duration of our teaching experiment, and refine our researches methodologically, so that we may be able to acquire more objective and more convincing research data.
引文
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