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.docx

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.docx

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HowtoImproveEnglishWritingAbilityinMiddleSchool如何提高中学生写作能力英语毕业论文

如何提高中学生英语写作能力

HowtoImproveEnglishWritingAbility

InMiddleSchool

Contents

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.