高中生英语写作篇章意识调查分析-教学(英语)专业论文.docxVIP

PAGE PAGE 2 Abstract Writing is one of the four basic skills in senior high school students’ English learning process which include: listening, speaking, reading and writing. Writing can reflect the learners’ comprehensive ability in language use. It plays an important role in English learning. However, according to the survey, it is found that there are many problems in students’ English writing. Especialally, the students have a very weak text awareness. The students’ general writing ability cannot achieve the goal of curriculum standard. Therefore, how to make clear of the students’ text awareness degree and the relative factors in a limited time becomes a problem to be solved urgently. Based on the theory of textual linguistics, this study aims to investigate and analyze the students’ text awareness degree with the combination of qualitative analysis and quantitative analysis. According to the current English writing teaching and learning situation, this study finds out the main factors that influence the students’ text awareness and tries to explore practical strategies to cultivate text awareness which can improve the students’ writing ability. Firstly, this study tries to analyze the students’ compositions to judge their text awareness degree in qualitative analysis method. Based on the meaning of text and text awareness, this study analyzes text awareness degree from three aspects: text informativity; text strategy and words repetition link. From the survey, it is indicated that students’ text awareness is relatively weak and they can not master the wholeness and the unity of the composition. Secondly, this study hands out questionnaires to the students in Class 27, Grade 2. Regarding the current teaching and learning situation, it is concluded that there are two-aspect factors which lead to the weakness of text awareness. The subjective factors are that the students’ basic knowledge is not solid and the students pay much attention to the use of words and