英語(yǔ)教育專(zhuān)業(yè)畢業(yè)論文 --英語(yǔ)寫(xiě)作障礙及其技巧

1、<p>　　英語(yǔ)寫(xiě)作障礙及其技巧</p><p>　　English Writing Obstacles and Skills</p><p>　　Acknowledgement</p><p>　　I am mostly grateful to Guide and xx, without whose support this project would

2、not implemented.</p><p>　　No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper.</p><p>　　Last bu

3、t not the least, big thanks to my mother and father, without whose support I would not have self-confidence to finish this project.</p><p><b>　　附錄四：中文摘要</b></p><p>　　目前，對(duì)與大多數(shù)中學(xué)生來(lái)說(shuō)，在

4、聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)技能中，很多同學(xué)認(rèn)為寫(xiě)是四項(xiàng)技能中最難的一項(xiàng)，英語(yǔ)寫(xiě)作成為了他們的共同弱點(diǎn)，寫(xiě)作是最能考查學(xué)生的基礎(chǔ)知識(shí)，因?yàn)樗C合考察了學(xué)生的知識(shí)，詞匯、語(yǔ)法、句型等 都能在寫(xiě)作中得到考察。但是英語(yǔ)寫(xiě)作往往被同學(xué)忽視，在平時(shí)沒(méi)有養(yǎng)成一個(gè)好的習(xí)慣，遇到寫(xiě)作時(shí)感到有些慌張，不知道如何手?？墒俏覀兌加兄烙⒄Z(yǔ)寫(xiě)作在英語(yǔ)這門(mén)課程中占了很重要的一部分。英語(yǔ)寫(xiě)作的好壞在一定程度上決定了一張英語(yǔ)試卷的成功與否。至此，我在本文章中主要說(shuō)明一下英語(yǔ)寫(xiě)

5、作中存在的一些障礙以及對(duì)障礙的分析，障礙住要包括主觀因素和客觀因素，本文章在最后還將為同學(xué)們提上一些建議以便幫助同學(xué)們提高英語(yǔ)寫(xiě)作水平。</p><p>　　在實(shí)踐過(guò)程中實(shí)用了語(yǔ)意分析法， 原因分析法，問(wèn)卷調(diào)查法，集體討論法。理論方法驗(yàn)證了這個(gè)假設(shè)。</p><p>　　關(guān)鍵詞：英語(yǔ)寫(xiě)作；障礙；技巧.</p><p><b>　　附錄五：英文摘要</

6、b></p><p><b>　　Abstract</b></p><p>　　At present, with most of the students, for in listening, speaking, reading and writing skills in four, many students think writing is difficul

7、t in the four skills, English writing became their weaknesses, writing is the most common knowledge base to test students' comprehensive investigation, because it was the students' knowledge, vocabulary, grammar

8、and sentence patterns etc can get in writing. But English writing is often neglected in peacetime, the students not to develop a good habit, writi</p><p>　　Among the methods of scientific investigation used

9、are analytic method, cause analysis, questionnaire survey and brainstorming.</p><p>　　Key words: English writing, Barriers, skill.</p><p><b>　　Contents</b></p><p>　　Engl

10、ish Writing Obstacles and Skills</p><p>　　1. Introduction</p><p>　　I have been teaching the students who are in their second year of a junior middle school in my teaching I’ve found there are so

11、me problems. Now I’ll finish my study in An YangRadio & TV University. I hope I can solve the problems that have troubled me for some time through the action research so that I can apply my knowledge and theory into

12、practice, which I learned from my work.</p><p>　　This part of my study was conducted during September, 2009-October, 2009</p><p><b>　　2.Problem</b></p><p>　　English writ

13、ing mainly includes two aspects, a abjective factors: the psychological problems, the quality of teaching, teaching management; 2 the subjective factors: grammar, vocabulary, and the influence of middle students English

14、 writing. Here I will analyze the existing English writing and obstacles to overcome these barriers some skills, hope to help those week students English writing.</p><p>　　3. Problem analysis</p><

15、p>　　In my teaching, the problem identified was really a serious problem. My preliminary research confirmed Englishwriting insufficient.</p><p>　　3.1 Analytical method </p><p>　　Confidence, cu

16、ltivate students' interest in learning</p><p>　　Beginners of English writing, English has an intense curiosity, if the teacher can take advantage of this feature, correct students' learning guidance,

17、 set up the confidence, will receive twice the result with half the effort. When studying, the most important one is to make the student to make clear why to learn English well? And encourage every student should learn E

18、nglish well. Clear the purpose, will enable students to generate strong desire, and promote the student to study English hard, ma</p><p>　　The famous English teaching Mwest experts said "is to learn for

19、eign languages, instead of the church." As a teacher of English, not only should guide students to "learn", more important is to guide them to "learn". Example: in peacetime, the teacher must gui

20、de students to use English with friends, students, parents and teachers. Regardless of class, or the campus, try to form a kind of English atmosphere, let students unconsciously learned how to speak English, so that over

21、come the fear and make</p><p>　　Students say the love is love, they loudly childish to dare to ask new active, said the intense desire, so we must exploit, don't blindly pursuing classroom discipline blo

22、w their curiosity and desire, class, the teacher as much as possible, and intonation with proper volumn, full of humor is rich, the language, incentives or suspense and rich expressions and gestures to organize teaching,

23、 students can create a teaching environment, open and relaxed atmosphere relaxed classroom in harmony can mak</p><p>　　3.2 Questionnaire</p><p>　　Create certain situations, lets the student at s

24、econdary school, music, play by various forms of consolidating lively, and how to stimulate students' interest in learning. When the call for learning language, can create a situation, If A, B two acquaintance, guide

25、s the student to ponder over the phone, what should they say "hello". After the master, to assume A call B, C connect of telephone, how should A and C say? If B, C in how said: "if B, C and how should say?

26、 Through the guidance, lets the</p><p>　　3.3 Brainstorming</p><p>　　Research shows that junior high school students' emotional learning stage is still the key period, this phase of students

27、with learning activity largely emotional tendencies, when students have great interest in learning, curiosity and intense curiosity, not only can produce emotion transfer, and will make attention focused particularly and

28、 lasting, learning and skills quickly. Therefore, we appeal to explore, must attaches great importance to students' learning interest and training. Certainly </p><p>　　4. Project objective</p><

29、;p>　　Middle school students' English learning is the important stage, because it embodies the essential role objectively, therefore, improve the quality of English teaching in middle school has very important prac

30、tical significance. Combined with the new curriculum standards of English learning, we think of English in middle phase of teaching requirements is no longer simply listening and speaking skills training, and the develop

31、ment of students' English writing to the basic skills in using English t</p><p>　　5. Project hypothesis</p><p>　　Junior middle school English teaching is one of the characteristics of strong

32、 practicality, should elaborate design, pay attention to students' participation, emphasize the students must submit the quantity and quality of exercise and activities to ensure students in unit time enough to conta

33、ct purpose language teaching, we must give students a chance to practice English language practice, and received good teaching effect, the teacher not only managed to provide every student creative practice </p>&

34、lt;p>　　6. Project rational</p><p>　　Because of the language is the thought tools, in order to make the students' thinking with English as soon as possible, in English classroom teaching of organizatio

35、n to try to use English, English classroom, to eliminate the dependence of native speakers and interference. Admittedly, English teaching, to complete a lots of practice activities, teachers must accelerate the pace of c

36、lassroom teaching, and to achieve fast rhythm, must pay attention to the teaching process, rigorous, unapt interlock</p><p>　　6.1.Description of subjects</p><p>　　Story book leads interest, feel

37、 the magic charms</p><p>　　A junior student literacy quantity is little, they start to cultivate love reading, the teacher must first fully using the extracurricular activity and weekly class team, some chil

38、dren in musical story of interest. Students to see the teacher spoke very interesting, and also can infect virtually.</p><p>　　6.2. the principles adopted</p><p>　　To cultivate students' abi

39、lity of writing light are interested in is not enough, we must further guide them not only to love reading, and to write, to write better more rewarding. As the writing tutor, we should introduce students to write some e

40、ffective methods.</p><p>　　Slightly capitalization. This method is based on the general students in using in-class learning or writing something to read books related to selectively, relevant chapters or rel

41、evant part, in order to apply it.</p><p>　　Pure capitalization. It is the most main cultivating students' writing ability is the most basic methods. Some of the language, applying, if the circumstances a

42、re vivid and meaningful. Teachers can use these works, according to guide students reading, requests the student to devote yourself to mobilize various senses, mouth, eyes and hearts, to hand, and to read, edge to edge,

43、and gradually form seriously notation good habit of reading.</p><p>　　Extract evaluation method. The writing is in the reading process according to their own needs to relevant words, sentences, and total ori

44、ginal to read, or copied the key points and difficulties, delimit partial sign written comments, comments. The composition of the prepared for language accumulation.</p><p>　　Write comments. Teachers often e

45、ncourage students to write diary or feeling after reading. Students are required to read books, with the form of the diary or feeling after reading the article content of their own opinions, ideas, and in the reading act

46、ivity to communicate. Literacy heard closely, the writing skills of students can improve soon.</p><p>　　6.3 Teaching Plan</p><p>　　Facts have proved that the most outstanding students from outsi

47、de language abilities, many experts and scholars, and their outstanding writing and reading ability are mainly through extensive reading. Teachers must be bold reform teaching reading, try to be happy, students of libert

48、y is the spirit realm</p><p>　　7.Project design</p><p>　　I designed an adequate amount of activities (Cover three weeks of teaching) to test the hypothesis. If error correction exercises are bet

49、ter designed, then the learners’ errors in writing will be reduced accordingly.</p><p>　　In my project, I decide to improve my error-correction in three ways: I would first make more detailed and insightful

50、corrections of the students’</p><p>　　Errors, and then ask them to rewrite their work, incorporating the corrections; next I would ask students to check their work in pairs or groups; and lastly, I would pic

51、k up some typical errors from the students’ writing work, carry out and error-analysis and design relevant remedial exercise.</p><p>　　I have designed five activities to be tried out in three weeks.</p>

52、;<p><b>　　Week 1:</b></p><p>　　Activity 1</p><p>　　Writing: For use with Junior English for Beijing, Book6.</p><p>　　Purpose: to practice several small pieces of

53、writing</p><p>　　Instructions: Students listen to the teacher’s explanations carefully and then finish the writing individually.</p><p>　　Procedures：Reading teaching is the middle school English

54、 teaching, the students the basic link is the main ways of general word. Read the writing of pupils are particularly important role. Only to improve the students' reading interest, junior students grasp the method to

55、 improve reading, read the quality, can obtain better effect of writing.</p><p>　　For students: Most students usually listen to, say, read, and write English is full of Chinese language, lack of environment,

56、 usually only in English class can contact with English. Therefore, the teacher in the classroom must use English teaching, create strong English classroom atmosphere, make the students with the idea of natural English t

57、eachers to thinking. This can enhance students' desire to improve students' listening ability, strengthen students' awareness.</p><p>　　Writing exercises: to see the Appendix.</p><p>

58、;　　Step1:Greetings </p><p>　　T:Good morning,boys and girls! </p><p>　　Ss:Good morning,Miss Huang! </p><p>　　T:Do you remember 

59、the things in English in Unit 6? Now let’s sing the English song ofter the recording. (And warm up the students.) &

60、lt;/p><p>　　Step2:Revision </p><p>　　T:Do you remember the words of colors? </p><p>　　Ss:yellow、white、red、green、blue、black、brown、orange…</p&g

61、t;<p>　　T:Now,let’s look at the screen,who can say the words of the colors? Now let’s play a game,put up the words

62、0;of colors under the colors(Using a small Bb).If your answer is right ,you’ll get a red hat.</p><p>　　T:Choose eight 

63、;students to come to the blackboard.Then check the students’ answers. </p><p>　　Step3:Presentation </p><p>　　T:Showing a hat 

64、;to the students.Say:This is a hat. </p><p>　　Ask:How much is it? Help the students to answer:It’s two dollars.Then write&

65、#160;down the new words on the Bb.by showing the following things):socks、shirt、T-shirt、shorts、pants、hat。</p><p>　　Howmmuch 、skirt、sweater、shoes、sale、yel

66、low、red、green、white、black、blue、etc.And let the Ss look at the prices.Tell the Ss to ask:How much is the shirt?It’s seven dollars(＄7)How

67、 much are these socks?They are four dollars(＄4).</p><p>　　Step4:Teach new lesson. </p><p>　　T:First teach the students to

68、60;read the new words.Then tell them how to remember the new words.Show the sounds of the words to the students by 

69、using the computer.Guide the students.And find the features of reading the words.Help the Ss to remember the words more offic

70、iently. </p><p>　　Ss:Read the new words.and find the reading rules.Then read the words one by one.Point out their mistakes

71、.Encourage them to read and write. </p><p>　　Secondly show a sweater and its price to the Ss then ask: </p>&l

72、t;p>　　T:How much is the sweater? </p><p>　　Ss:It’s three dollars.(＄3) </p><p>　　T:Point to the Ss’ sweaters、shoes、hat、shirt、pants、s

73、ocks、bags and ask the price of their things.  </p><p>　　Ss:Answer the teacher’s questions in English. </p><p>　　TSay:No

74、w let’s look at the things in the picture.you’ll find the price of the things.you match the words with the things i

75、n the picture .Finish Section A 1a. </p><p>　　Ss:A few Ss write down their answers on the blackboard. </p><p>

76、;　　T:Check the students’ answers. </p><p>　　1、sock b    2、T-shirt g    3、shorts a    4、sweater d </

77、p><p>　　5、bag c  6、hat f   7、pants e   8、shoes h   9、skirts i </p><p>　　1b:Listening training. </p&

78、gt;<p>　　T:Now let’s listen to the tape-recorder and circle the things in the picture you hear. </p><p>　　Ss:Listen to&#

79、160;the recording the first time.Then a second time.Let the Ss repeat the sentences one by one after the recorder.</p><

80、p>　　Ss:Tell the answers. </p><p>　　T:Check the students’ answers.</p><p>　　Step5:1C:Pairwork </p><p>　　T:First,showing the picture

81、60;to the students again.This time let the students pay attention to the price of the things.Let the students to ask and

82、 answer in pairs by themselves. </p><p>　　Ss:Talk about the prices of the things in pairs.by using the drills:How muc

83、h is this black T-shirt?It’s seven dollars.How much are the pants?They are 9 dollars. </p><p>　　T:Tell the students to

84、0;pay attention to the singular forms and the plural forms of the things.Teach them how to use.</p><p>　　Ss:Act in fr

85、ont of the class. </p><p>　　Ss:Ask and answer by using their own hat、shirt、T-shirt、socks and sweatersT:Choose a few groups

86、0;to act in front of the whole class. </p><p>　　Step6:Conclusion </p><p>　　Let the students say and repeat the imp

87、ortant content learned in this lesson. Step7:Consolidation </p><p>　　Word test training. </p><p>　　Translation(Using a small bla

88、ckboard) </p><p>　　Step8:Assignment-Homework</p><p>　　1、Writing a dialogue by asking the price.</p><p>　　Write down other things

89、60;and clothes you know in English and tell the prices. Week 2:</p><p>　　Activity 2</p><p>　　Writing: For use with Junior English for Beijing, B

90、ook6.</p><p>　　Procedures: to practice several small pieces of writing</p><p>　　For students: Students listen to the teacher’s explanations carefully</p><p>　　Writing exercises: to

91、see the Appendix.</p><p>　　Students listen to the teacher’s explanations carefully I set up control and target groups. The implementation of the project takes three weeks. In each week both groups are requir

92、ed to write several short composition in accordance with the requirements of the book. However for the target group, the above three suggested error-correction techniques would be employed in turns to assess their compos

93、itions, while everything remains the same with the control group. After that, both groups are asked </p><p><b>　　Week 3:</b></p><p>　　Activity 3</p><p>　　Writing: For us

94、e with Junior English for Beijing, Book4.</p><p>　　Purpose: High efficiency in writing</p><p>　　Instructions: Some of the barriers in writing</p><p>　　Procedures: The teacher explai

95、ns the situations and the steps to do this kind of writing. After they finish the work。</p><p>　　For students: You are going to finish several pieces of writing. First, you should listen to the teacher caref

96、ully。</p><p>　　Writing exercises: to see the Appendix.</p><p>　　If a man do, he whatever things are not QiZao upset, static heart, thinking, to solve, just nasty things is the hand nasty feet ma

97、y not be successful. It QiZao not upset, but it is impossible to succeed in doing a chill in the middle of this phenomenon is widespread, for example, our students in learning English, it can be very good, when they do t

98、he English exam again, when the choice of front will have a can, can arrive behind the English writing washed-up, because it requires students to writ</p><p><b>　　Week 4:</b></p><p>

99、　　Activity 4</p><p>　　Writing: For use with Junior English for Beijing, Book2</p><p>　　Purpose: writing</p><p>　　Instructions: Students listen to the teacher’s explanations carefull

100、y </p><p>　　Procedures: check by them and hand in the papers.</p><p>　　For students: You are going to finish several pieces of writing. First, you should listen to the teacher carefully; then yo

101、u follow the steps and do the writing work. Finally, you check your writing carefully. </p><p>　　Writing exercises: to see the Appendix.</p><p>　　The students are then asked to make a decision,

102、which of the flowing can represent the writer’s intention? A or B.</p><p>　　A. To give the reasons for people wearing contact lenses </p><p>　　B. To say that man is sometimes vain.</p>&l

103、t;p>　　In accordance with my experience, many readers will prefer A because they can easily find enough evidence to support that decision. If we take the paragraph into further consideration however, we find that they

104、have failed to notice the relationship between the users, that is, the writer never fails to mention the percentage of users when giving each reason. The majority of wearers seem to feel that contact lenses are more attr

105、active than glasses. Although the writer purposely establishes his co</p><p><b>　　Week 5:</b></p><p>　　Activity 5</p><p>　　Writing: For use with Junior English for Beiji

106、ng, Book1</p><p>　　Purpose: to practice several small pieces of writing</p><p>　　Instructions: Students listen to the teacher’s</p><p>　　Procedures: check by them and hand in the pa

107、pers.</p><p>　　For students: you check your writing carefully. </p><p>　　Writing exercises: to see the Appendix.</p><p>　　Anaphoric is another pitfall for Chinese students in their

108、reading comprehension. According to Gui shichun(1991) reference, substitution, ellipsis and lexical cohesion are often talked about under that topic of anaphora in Halliday’s and Hasan’s writings. By reference and substi

109、tution the author means the fact that a writer refers back or forward to a word, a fact, a sentence or whatever has been mentioned somewhere else text. Besides pronouns, almost all other parts of speech can be used as re

110、f</p><p>　　A he gave her a letter. This gave her food for thought.</p><p>　　What made her think: the letter, or the fact that he gave it?</p><p>　　B They all said the same.</p>

111、;<p>　　C Perforated ceilings and plenums above it are equipped to make every room well—ventilated the pronoun “same” refers to what?</p><p>　　D Therefore, confidences result in dishonor, and they are

112、dangerous for the person to whom they are made as they are for the person who makes the</p><p>　　8.Project implementation</p><p>　　The ancients cloud "nothing is imjpossible to their victim

113、s" TianJi, there should be continued. However, today in school we exist in such a situation, it is the lack of persistence, for example, we can learn English, English as a second language, we can for us as we use th

114、e tongue that open to really is not an easy thing, so, this is some classmates in haven't contact when it is already, also stand mood some classmates in the beginning, but that still can become more and more difficul

115、t highly-re</p><p>　　Intentional inscriptions, wood can be used not fold, perseverance, persistence heart milk is one thing to make the indispensable factors. Others are the foundation of success. Therefore

116、said: "we must first have the character of high. Do not have this kind of character of students to success" is not successful, it requires us to want to learn English writing, but there will be the character of