摘要
英语书面表达能力是衡量学生英语综合水平和应用能力的重要指标,它的掌握在四项语言技能中是要求最高的,也是最难的。单其在高考中的比重,就足以引起高中英语教师和学生足够的重视,更不用说它在现实的各项考试、求职、工作中的重要性。但是目前的高中英语书面表达现状却不容乐观。为了改变目前的写作教学现状,找出制约学生写作水平提高的原因,本文以错误分析的方法对一所省重点中学高三学生的书面表达错误进行收集、识别,分析和归纳,重在解释错误产生的原因和对错误进行评价。研究发现:词汇错误,特别是动词错误是高三学生书面表达中的主要错误:作为基本技能的单词拼写错误也相当突出;总体而言,学生书面表达中的局部性错误比率远远高于全局性错误比率;此外,在选择的样本组合中理化选科学生的错误要明显少于理生和文科组合的学生。分析其原因可见:学生在书面表达中的错误主要是由于语言干扰而引起的:目的语内部干扰导致学生书面表达中的局部性错误;全局性错误更多地与母语干扰有关。当然错误与教师在平时教学中不恰当的教学方法之间也有密切的关系。
针对这些现象,本研究提出了相应的纠错策略以及提高高中学生英语书面表达能力的具体教学策略:教师有必要在制定教学计划时整体安排写作训练,使其常规化、系统化;教师应重视听说读写的综合训练,增加学生的语言输入,培养学生用英语进行思维的习惯。此外,教师还应对学生进行系统的写作策略的指导。学生作为学习的主体,也应努力提高自主学习能力和自我纠错能力,敢于练笔,勤于练笔,不断减少错误甚至不犯错误,为以后的英语学习打下坚实的基础。
As an important norm to judge the students' overall ability in English language learning and using, English writing is the most difficult to master among the four skills. It plays a very important role in the NEMT English test, let alone its importance in our daily life. But the current situation of English writing in Senior High School is urgent. Aimed to change the current situation and discover the factors that hinder students' improvement in writing, this paper tries to explore error sources in the English compositions by Senior Three students from a key middle school by collecting errors, identifying errors and focusing more on explaining errors and evaluating errors. Findings are that vocabulary errors, especially errors of verbs account for the major part of the errors in all; students also make a lot of errors in word spelling; Local Errors exceed Global errors in number and students who major in physics and chemistry make fewer errors than those in biology and history. Through analysis, the author finds that students' errors are mainly due to language interference: Local Errors are closely related to the target language interference, while mother tongue interference causes more Global Errors. Teachers' improper methods of teaching also contribute to students' errors.
According to the findings, some pedagogic suggestions, are made by the author, such as the right strategies for error-correction and the proper teaching methods. English teachers should employ proper methods to improve the students' writing ability. It is necessary for them to view writing practice as one important part of the whole teaching plan. They should pay more attention to providing the students' with authentic input by combining listening, speaking, reading ,writing as a whole in English teaching, thus developing the students' ability to think in English. Besides, they should direct students to use some effective writing strategies in English writing and provide them with more chances to practice writing. Students, of course, as active learners, should be aware of their errors and in strong attempts to self-correct their errors and develop their self-study abilities. They should be active in writing more with fewer errors or even no errors. Only in this way can they really lay a solid foundation for their further English study.
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