两种初中英语写作教学法的对比研究——基于“背诵仿写法”与“小组合作法”的实验比较-a comparative study of two english writing teaching methods in junior high schools —— based on the experimental comparison of.docxVIP

I I 摘要 摘 要 随着英语教学研究的不断发展，特别是《全日制义务教育英语课程标准(2011)》(以 下简称《新课标》)的颁布实施，如何有效地进行写作教学已成为广大英语教师越来越 关注的一个问题。目前初中英语教学中写作教学一直是薄弱环节。有人认为长期以来强 调背诵仿写的传统写作教学方法不利于初中生英语写作能力的发展，而“小组合作法”有 利于调动学生写作的积极性，同时有利于培养学生的合作精神。也有人持有不同的意见， 认为对于以英语作为外语的中国学生来说，在输入有限的前提条件下，“背诵仿写法” 有 助于提高学生的语感，增强他们的英语思维能力，还能帮助他们克服汉语的负迁移，最 终提高他们的写作水平。“小组合作法”真的比“背诵仿写法”占有优势吗？目前还缺乏实 证研究的证据。本研究采取教学实验和问卷调查的方式，探索“背诵仿写法”和“小组合 作法” 哪种写作教学法更能提高初中生的英语写作能力、对他们的写作态度影响更大。 本研究选取漳州二中初中二年级两个自然班（A 班、B 班）的各 36 名学生作为实验 对象，A 班进行“背诵仿写法”的教学实验，B 班进行“小组合作法”的教学实验，；两 班学生都进行前测、后测和问卷调查来判断他们的写作态度和能力变化，检验教学效果 差异 。然后，根据实验数据应用 SPSS15.0 对实验所得的结果进行分析，比较“背诵仿 写法”和“小组合作法”的优势与劣势。 实验结果表明两种教学法都可以提高学生的英语写作水平，但两个班在写作喜好程 度与写作成绩两个变量上均未显示显著性差异。这意味着目前推崇的“小组合作法”并不 比传统的“背诵仿写法”具有明显优势。两种方法各有优势，只要运用得法，均能产生良 好的教学效果。如果将两种有机结合，相信比单一教学方法更佳。 关键词: 初中英语写作；“背诵仿写法”；“小组合作法”；实验；对比 Abs Abstract II II Abstract With the constant development of English teaching and research, especially with the issue and implementation of The English Course Standard for Full-time Compulsory Education(2011)(NCS later on), English teachers are raising concerns about how to teach writing effectively. Teaching Writing has been a weak point in teaching English to junior middle school students. Some people believe that the emphasis on recitation and imitation of the traditional way of teaching writing is not good for improving English writing ability of junior middle school students while Cooperative Group Learning “can help to arouse the initiative of the students in writing and be conducive to training their cooperation spirit”. On the contrary, Other people believe that for Chinese students in an English-as-a-foreign-language environment, Recitation-Imitation can help to raise their sense of language, enhance their English thinking ability, overcome the negative transfer of Chinese thus eventually improve their writing skill on the premise of limited language input. Does Cooperative Group Learning prevail Recitation-Imitation? Currently, there is no adequate empirical evidence to support it. Based on