探索语篇教学法在大学非英语专业英语写作教学中的应用.pdf

河北师范大学硕士学位论文探索语篇教学法在大学非英语专业英语写作教学中的应用姓名：王丹丹申请学位级别：硕士专业：学科教学·英语指导教师：杨武琴20090528VII摘摘 要 要 随着经济全球化的发展，社会对大学毕业生提出了更高的标准，也因此对大学的教学方法，尤其是非英语专业的英语教学方法提出了更高的要求目前的大学英语课堂尤其是非英语专业，仍然遵循传统的教学方法，即课前预习，课上记笔记， 课后巩固复习的模式 处理词汇、 句子和文章时， 教师常常采用 “讲解法”，即用静态方法分析句子语法，文章的体裁、结构等，文章的整体分析往往被忽略了这直接导致了学生缺乏对文章的整体把握能力，突出的表现在听力、阅读理解和写作上 为了改变现状，激发非英语专业的学生的英语写作兴趣，提高他们的英语写作水平，作者尝试将语篇教学法引入大学非英语专业的英语课堂语篇教学理论主张语言教学以语篇为中心,使学生能够在一定的社会情景语境下选择适当的语言潜势,达到一定的交际目标,以此培养学习者运用语言各种功能进行交际的能力（王国华 ,曲英梅，2007）将语篇教学理论用于写作，强调写作过程是一定情景下实现语篇创作的过程，而不仅仅是词汇和句子的简单堆积。

从近几年的四六级英语考试可以看出， 大学英语教学改革要求把教学重心从单纯地培养学生阅读能力转变为培养学生听说读写综合能力 然而如何提高大学生写作能力一直是教学中的一个难题,原因不仅在于学生词汇的缺乏,语法掌握的不精确，句式结构的不肯定，更主要是对于篇章结构、表达习惯的把握不够要做到这一点,就必须改变传统的授课模式作者认为,运用语篇教学方法,能够帮助学生从整体上理解把握文章,提高英语思维能力,从而促进写作水平的提高 纵观语篇教学的发展史，国外开展语篇教学的研究较早，研究领域覆盖整个教学领域语篇教学方法在 70 年代传入我们国家，近些年才开始兴起相比之下，有关语篇教学方法在大学非英语专业的写作教学中应用的研究尚不多见本文旨在探索语篇教学方法对大学非英语专业学生的写作能力和水平的影响 首先介绍了语篇教学方法在大学非英语专业写作教学中的意义，背景及目的本文研究的主要理论依据是语篇分析理论，图式理论，建构主义和学习动机基于对国内外语篇教学理论文献的研究和对大学教学目标的学习，作者提出如下假设： 1) 学生是否对写作持有积极态度？ VIII2) 在英语教学中使用语篇教学方法，并应用在英语写作中，学生是否受益？如果受益，益处何在？ 3) 在大学非英语专业课堂使用语篇教学方法是否可行？ 本研究历时一个学期，即 2009 年八月末到 2010 年一月末。

试验在河北科技大学理工学院艺术 L081，L082 班进行，前者为实验班，采用语篇教学方法，后者为控制班，采用传统教学模式本研究的方法和程序为：作者先通过调查问卷和访谈方式了解学生上课和写作情况实验前，两个班的学生在写作水平上没有明显差异针对学生写作中存在的问题，作者在实验班实施语篇教学方法时，有针对性的开展教学首先提供文章的背景， 接着对文章的类型和结构进行分析，然后选取典型的段落进行语篇分析在阅读分析过程中，注意收集与写作有关的元素，如词汇、句型，文体，语篇结构等等最后根据所学习的文章，进行相应的写作练习 学生的后测成绩及实验后期的访谈结果显示了语篇教学方法对学生写作的积极影响 最后，根据研究结果，本文对大学非英语专业课堂及写作教学提出了相关建议及改进策略 此论文是作者结合本人的教学经历撰写而成，难免会有一些不足之处然而作者会借鉴其他学者的学术以及教学经验来继续研究和完善语篇教学法及其在教学中的应用 关键词：语篇教学方法 大学非英语专业 实施策略 写作教学 IVAbstract College English teaching nowadays, especially in non-English major, teachers and students mainly follow the traditional procedure, namely preparation before class--- taking notes in class---consolidation after class. Teachers frequently adopt “Explanation method”, that is to analyze grammar points and the sentence structure in static state from a grammatical viewpoint, and the discourse analysis of the passage and understanding of the whole passage are neglected, which directly lead in students’ lack of ability in understanding the whole passage, especially in listening, reading comprehension and writing. In order to change the present situation, arouse students’ interest in English writing, raise their English writing level, the researcher tries to recommend discourse teaching methods to college non-English major class. Discourse theory claims that language teaching should focus on discourse, enable students to select suitable language potential under a certain social context of situation to obtain a certain communication aim.(Wang Guohua, Qu Yingmei,2007). The application of discourse teaching method in English writing emphasizes that English writing is the procedure of discourse implement under a certain context, not the piles of vocabulary and sentences. From the CET4 and CET6, A conclusion can be made that the emphasis of the reform of college English teaching has been transferred from cultivating students’ reading ability to the comprehensive ability. However, how to improve students’ writing ability is always a big issue in English teaching. The cause exists not only in lack of vocabulary, imprecise of grammar mastering and the sentence structure, but also exists in the incomplete understanding of the passage structure and the expressive habit. Only if the traditional teaching method must be changed, the situation can be changed. The writer believes that discourse teaching method can help students have a overall understanding of the passage, improve English thinking ability then improve English writing level. Making a general survey of the discourse teaching method phylogeny, the Vresearch of discourse teaching method abroad is earlier, and the research covers the whole teaching field. Discourse teaching methods entered into China in the 1970s, and got conspicuous popularization and development. Compared with others, the research on the discourse teaching method’s application in college non-English major is rare. This paper aims at exploring the discourse teaching method’s influence on college non-English major students’ English writing ability and writing level. First, the writer introduced the significance, background and the purpose of discourse teaching method in college non-English major. The research is mainly based on discourse theory, schema theory, construction theory and motivation perspective. The hypothesis was put forwarded based on study on literature review and the college teaching aim, and the writer attempted to testify the hypothesis 1) Are students hold positive attitude to discourse teaching method and English writing? 2) Is it beneficial for students to use discourse teaching method and apply it to English writing? If so, what are the benefits? 3) Is it suitable to adopt discourse teaching method in college non-English major? This research lasted from late August, 2009 to late January, 2010, which just covers one semester. The experimen。