写作教学问题与策略.docVIP

写作教学问题与策略 　　【摘要】本文旨在为英语作为外语的环境，尤其中国的大学英语写作教学提出一些有建设性且可行的建议。首先阐述了有关写作方法的两个定义，然后具体讨论了大学英语写作教学存在的问题，最后提出了有利于提高语言学习者写作水平的一些值得关注的策略。 　　【关键词】英语写作教学 过程写作法 结果写作法 　　I. Introduction 　　The importance of writing as a fundamental objective of education is no less valid or practical. Writing extends far beyond using words or mastering grammar. Writing is best considered as a complex intellectual activity that requires students to sharpen their analytical minds， and make accurate distinctions. More than a way of learning， writing is an act of discovery. However， writing in a second or foreign language is an acknowledged difficulty for a majority of English as a foreign language （EFL） and English as a second language （ESL） students at different levels. Writing is no simple task and the ability to write is generally learned in a formal setting. As writing is a learned skill， a clearer understanding of the writing process， a better awareness of how writing skills develop， should lead to more appropriate teaching methodologies for writing instruction. There is a great need for language teachers to help students develop their skills as well as knowledge of the contexts in which writing happens. 　　II. Theoretical Framework 　　1. The process approach 　　The process approach treats all writing as a creative act which requires time and positive feedback. The process approach focuses on how writers generate ideas， record them， and refine them in order to form a text. In process writing， the teacher is no longer someone who just assigns students a writing topic and receives the finished product for correction without any intervention in the writing process itself. Flower and Hayes[1]established the model of writing processes： planning， writing， and reviewing. They suggest that the best way to model the writing process is to study a writers thinking aloud protocols as the principle research tool， thus capturing a detailed record of what is going on in the writers mind. Response is crucial in a