Enlightenment from Rethinking Writing Teaching Approaches文档格式.docx
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Enlightenment from Rethinking Writing Teaching Approaches文档格式.docx
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EnlightenmentfromRethinkingWritingTeachingApproaches@#@EnlightenmentfromRethinkingWritingTeachingApproaches@#@abstract:
@#@englishwritingisacomplexintegrativeprocessofcompressiveskill,whichisdifficulttomasterinashortperiod,especiallyformiddleschoolstudents.however,writingteachingisanessentialpartinlanguagelearningprocess.thepapertriestorethinkingthewritingteachingprocess,andgivessomeadviceforwritingteachinginclasssoastohelpstudent’simprovetheirenglishwritinglevel.keywords:
@#@writingteaching;@#@secondlanguageacquisitiontheory;@#@implicationi.introductioneffectiveenglishwritinghaslongremainedachallengeinenglishteachingclass.itishardnotonlyforteachesbutalsoforstudentstodealwith.inordertoimprovethelevelofenglishwriting,manyresearchersareworkingactively.thepapertrytorethinkingthewritingapproachesinslaaspectandcomeupwithsomestrategies.ii.literaturereview2.1somerelatedsecondlanguageacquisitiontheoryonwriting2.1.1inputandoutputhypothesistheroleofinputinsecondlanguagelearningisundeniablycrucial.corder,in1967,pointoutthatinputreferstowhatisavailabletothelearner.astoinputhypothesis,wemaythinkmoreaboutcomprehensibleinput.essentially,comprehensibleinputisthatbitoflanguagethatisheard/readandthatisslightlyaheadofalearner’scurrentstateofgrammaticalknowledge.krashensuggeststhattherightlevelofinputisattainedautomaticallywheninterlocutorssucceedinmakingthemselvesunderstoodincommunication.mostlanguagelearningresearchesagreethatoutputplayanimportantroleinlanguagelearning.theideathatoutputcouldbepartoflearningwasnotseriouslycontemplatedpriortoswain’simportantpaperin1985,inwhichsheintroducedthenotionofcomprehensibleoutputor“pushed”output.comprehensibleoutputreferstotheneedforalearnertobe“pushedtowardthedeliveryofamessagethatisnotonlyconveyed,butthatisconveyedprecisely,coherently,andappropriately”(swain,1985,p.249).output,thus,wouldseemtohaveapotentiallysignificantroleinthedevelopmentofsyntaxandmorphology”(swain,1995,p.128).2.1.2feedbackandattentionthefeedbackinwritingisreferstoauthor’sinputwhichisprovidedbyreaders.thepurposeistoprovideinformationforauthortocorrecthisownpaper(keh,1990:
@#@294).(hyland&hyland,2006)thinkthefunctionofteacher’sfeedbacknotonlypresentintheimprovementoflearner’swritingmark,butalsointheeffectonlettinglearner’spayattentiontotheirproblemsinthewritingprocess.accordingtotheamericanheritagedictionary,attentionrefersto“theconcentrationofthementalpowersuponanobject.”schmidtandfrota(1986)suggestedthat“asecondlanguagelearnerwillbegintoacquirethetargetlikeformifandonlyifitispresentincomprehendedinputand‘noticed’inthenormalsenseoftheword,thatisconsciously”(p.311).oneoftheearlytreatmentsofattentionintheslaliteraturecamefromtomlinandvilla(1994).theyproposedthreecomponentstoattention:
@#@alertness(readinesstoreceiveincomingstimuli),orientation(directionofresourcestostimulus),anddetection(registrationofstimulus).inthismodel,detectiondoesnotentailawarenessand,consequently,learningcantakeplacewithoutawareness.2.1.3frequencyandaffectellis(2002)pointoutthatfrequencyisadecisionfactorinlanguagelearning.frequencycanrefertothelawofthedistributionoflinguisticfeatures;@#@itcanbetheexperienceoftheindividualsexposedtolanguage.(harrington&@#@dennis,2002:
@#@261).somethingwhichisveryfrequentintheinputislikelytobenoticed.affect,fromkrashen’sperspective,isintendedtoincludefactorssuchasmotivation,attitude,self-confidence,andanxiety.krashenproposedanaffectivefilter.ifthefilterisup,inputispreventedfrompassingthrough;@#@ifinputispreventedfrompassingthrough,therecanbenoacquisition.if,ontheotherhand,thefilterisdown,orlow,andiftheinputiscomprehensible,theinputwillreachtheacquisitiondeviceandacquisitionwilltakeplace.insum,outputprovideslearnerstheopportunitytoproducelanguageandgainfeedback,which,throughfocusinglearners’attentiononcertainlocalaspectsoftheirspeech,mayleadthemtonotice.noticing,then,leadstoreassessment,whichmaybeanon-the-spotreassessmentorinvolvelonger-termcomplexthinkingabouttheissue.this,inessence,istheprocessoflearning(seealsoswainandlapkin,1995).2.2anintroductoryofwritingteachingapproaches2.2.1traditionalapproachthelabeltraditionalshouldnotbetakeninanexclusivelynegativelight.therearestillsomeelementsofthetraditionalapproachplayanimportantroleinourpracticalwritingteaching.thisapproachfocusesonstructuralandrhetoricalpatterns,soitcalledstructural/rhetoricalpatternapproach.thispatternismuchusefulinfive-paragraphessay.itachieveitsfavorswithitspredictableelementsofanintroduction,completewiththesisastatementandroadmapfortherestoftheessay,threesupportingparagraphs,eachintroducedwithatopicsentence;@#@andafinalconcludingparagraph,whichrestatesthethesisandoffersomeevaluation.however,itstressestheformofstudenttexts;@#@theircontentisalmostentirelyirrelevant.soitmaydonothaveagoodeffectonstudent’slanguagelearningintotal.2.2.2processapproachandproductapproachproductapproachesassumethatwritingisalinearprocess,withwritersstartingatthebeginningofapieceandwritingstraightthroughtotheend.itemphasizescorrectnessofthefinaltext.itfocusesonthefinalproductthantheprocessthatleaduptoit,andseestheteacher’sroleasjudgeandcorrector.incontrast,processapproachemphasisonmakinglearnersawareoftheprocesstheygothroughwhentheywrite,theyacknowledgementofwritingasanexploratoryandrecursiveratherthanlinear,predeterminedprocess,itfocusoncomposingprocessratherthanonthefinishedproduct,focusonthereaderwriterrelationshipratherthanonliterarythethemes.theyreducetheimportanceofgrammaticalcorrectnessandincreasedemphasisontheexpressionofmeaningandpersonalvoice.theadvantageoftheproductapproachesisthatstudentswillhaveaclearideaabouttheorganizationofaparticulartext,forimitationisoneeffectivewaytodevelopstudent’svocabularyandstructureinwriting.however,thisapproachstudents’creativityisgivenalittleconsideration.comparedwiththeproductapproach,theprocessapproachmadegreaterimprovementinpracticalteaching,however,thisapproachrequireslongtimetraining,anditisnotsuitabletobeappliedtolargeclasses.2.2.3task-basedinstructionandcontentbasedinstructiontask-basedinstructionisaninstructionalapproachthatattemptstoincorporatewhatisknownaboutl2learningintoclassroomactivities,namely,thatlanguageisbestlearnedintheexchangeofmeaningfulmessages.thisapproachhasnumberofadvantages:
@#@
(1)ithashighfacevalidity
(2)authentictasksaremorelikelytoengagelearnersthanlanguagepracticethatrequirelittlethought.(3)taskscanbemanipulatedintermsofcognitiveandlinguisticcomplexity.contentbasedinstructionisanapproachtolanguageteachingthatfindsitsrootsinschoolsratherthancolleges.itprovidescognitivelyandintellectuallychallengingmaterialthatmaybemissinginlanguagecourse.incontentbasedinstructionwritingcourse,teachersneedtodirectlearner’sattentiontolinguisticaccuracyaswellastocoursecontent.tosummarize,traditionalapproachestoteachingl2writinghavefocusedonlanguagerules,vocabularyuse,andrhetoricalpatterns.processapproachesshiftedtheemphasistoaudienceandpurpose.taskbasedinstructionisonethathasimportanceoutsideofthelanguageclassroom.activitiesareauthenticoratleastderivedfromauthenticactivities.contentbasedinstructionstressesmasteryofcontentinaspecificdiscipline.iii.implicationsfromsecondlanguageacquisitionforwritingteaching3.1prewritinginputismostusefulfordevelopingimplicitknowledgewhenitcontainsmeaningfulmessageratherthanrulesandinformationaboutlanguage.asaresult,weneedtogiveplentyofrelevantinputinordertoachieveagoodcomposition.wecandosomethingactivewithsomeofreadingsuchastakingnotes,responding,summarizing,reformulating,orusingthematicvocabulary.forexample,weneedtowriteacompositionaboutone’sfamily.wecanletthestudentshaveaninterviewwitheachother.first,thestudentsmightbrainstormaboutwhatquestionstoask.whatinformationmightonewanttoknowabouthisfamily?
@#@whatvocabularymightusefultodescribethem?
@#@whatisthebestwaytotakenoteswhenantherpersonistalking?
@#@clearly,itisbenefitforgoodwriting.thereasonwhytheseactivitiesissuggestedisthatitletthelearnersengageinthecalltheirattentiontoimportanttextualfeaturesthatwillneedtobeawareofastheybecomewriters.3.2writingfromnowon,wealsoneedtosawthatitisunlikelythatwriterswillimprovetheirwritingabilitybysimplybeingexposedtorelevantinput.thus,itisimportanttoincludeplentyofpracticeinandoutofclass.intermsofpractice,journalingisagoodchoice.journalwritingcanbeespeciallyhelpfulwithinexperiencedwritersorthosewholackconfidenceintheirwritingabilities.student’sresponsestojournalsvaryconsiderably.toavoidthenegativeaspectofjournals,theteacherscanintroducejournalswithasetofguidelinesaboutappreciatetopicstoexplore.teacherswhoplantohavestudentsshareshouldmakethisclearattheoutsetsothatnooneisuncomfortableor
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