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1、隨著中國經(jīng)濟(jì)和全球化的不斷發(fā)展,社會對職業(yè)技術(shù)人員的需求量越來越大,中國高等職業(yè)教育迅猛發(fā)展起來,高等職業(yè)教育已占全國高等教育的半壁江山,然而高等職業(yè)學(xué)校英語教學(xué)的效果,尤其是寫作教學(xué)卻不容樂觀。因而研究如何在現(xiàn)有條件下提高學(xué)生英語寫作能力和增強(qiáng)寫作的興趣和信心,是英語教師迫切需要解決的問題之一。
近些年隨著語料庫語言學(xué)的發(fā)展,詞塊理論在國內(nèi)外英語教學(xué)界日益受到學(xué)者和教師的關(guān)注。以詞塊作為英語寫作的教學(xué)基本單位,是提高語言
2、學(xué)習(xí)效率,增強(qiáng)語言表達(dá)的流利性、地道性、和準(zhǔn)確性的有效途徑。為了增加學(xué)生在寫作中運(yùn)用詞塊的機(jī)會,筆者把王初明教授提出的寫長法融入到詞塊法的教學(xué)中,通過詞塊輸入,寫長作文輸出,學(xué)生自評互評,教師給學(xué)生以積極反饋的方式提高學(xué)生對寫作的興趣和信心,從而提高寫作水平。
本文以北京某高職院校計(jì)算機(jī)專業(yè)一年級兩個(gè)班72名學(xué)生作為研究對象,隨機(jī)設(shè)置實(shí)驗(yàn)班和控制班,進(jìn)行為期18周的教學(xué)實(shí)驗(yàn),來檢驗(yàn)與傳統(tǒng)教學(xué)法相比,詞塊法和寫長法相結(jié)合是否
3、能夠更加有效的提高高職學(xué)生英語寫作的能力、興趣和信心。實(shí)驗(yàn)班采用詞塊法和寫長法相結(jié)合的方式,控制班采用傳統(tǒng)的教學(xué)方法。采用作文前測、后測、延時(shí)測試、詞查問卷和訪談的方式收集數(shù)據(jù),輸入SPSS11.O進(jìn)行數(shù)據(jù)分析,結(jié)果表明經(jīng)過一個(gè)學(xué)期的學(xué)習(xí),實(shí)驗(yàn)班學(xué)生的寫作成績高于控制班,詞塊使用的數(shù)量多于控制班,實(shí)驗(yàn)班學(xué)生對英文寫作的興趣和信心得到一定的提高,寫作水平得到提升。雖然本研究的樣本較小,研究時(shí)間有限,研究方法上還存在著一定的局限性,但筆者相
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