核心素养视域下高中生英语写作能力的提升策略探究 Analysis of the Promotion Strategies of High School Students’ Writing Ability form Core Competence Perspective毕业论文_英语毕业论文

核心素养视域下高中生英语写作能力的提升策略探究 Analysis of the Promotion Strategies of High School Students’ Writing Ability form Core Competence Perspective毕业论文

2021-04-02更新

摘 要

英语写作是高中英语教学和高考英语测试的重点和难点之一。因此,如何提高英语写作教学效率一直以来都是热门话题。以往的研究主要集中在将英语核心素养渗透到课堂教学中,以提升高中生的英语写作能力。本文研究目的是调查高中生英语作文中存在的一些常见问题,然后从核心素养的角度提出相应的策略来提高升高中生的英语写作能力。为分析和梳理写作问题的常见类型,本文收集了贵州省铜仁市一所高中120名学生在2019年一次诊断测试中的英语作文,通过定量分析的方法对学生的英语作文进行测评分析,从语言学层面将它们分为三个大类,分别是词汇错误,句法错误和语义错误。然后基于将核心素养渗透到多元教学课堂与学生的写作实践中去的设想,提出了提升高中生英语写作能力的一些策略,以期为高中英语写作教学提供一定的借鉴。

关键词:核心素养,高中英语,写作教学,提升策略

Abstract

English writing is of vital significance, as the emphasis of English teaching in senior high school and one of the difficult points of English test in the College Entrance Examination. Therefore, how to promote efficiency of teaching and practicing English writing has always been a heated topic. Previous studies have focused on the infiltration of English Key Competences into classroom teaching and learning to promote senior high school students’ English writing ability. The purpose of this paper is to investigate some shared problems existing in senior high students’ English compositions so that corresponding strategies can be taken to promote their English writing ability from the perspective of Key Competences. To analyze and sort out the common types of writing problems, this paper collects 120 students’ English writings in a diagnostic test in a senior high school in Tongren City, Guizhou Province in 2019. The quantitative analysis method was conducted to evaluate and analyze the students’ English writings.The results of the study reveals some common problems and classifies them into three broad categories at linguistic level, namely lexical errors, syntactic errors, and semantic errors. This paper proposes some strategies to promote senior high school students’ English writing ability based on the idea of infiltrating the Key Competences into the pluralistic classroom teaching and the students’ writing practice, in order to provide some reference for senior high school teaching and learning of English writing.

Key words: Key Competences; senior high school English; teaching methodology of writing; promotion strategies

Contents

1 Introduction 1

2 Literature Review 3

2.1 Previous studies of Key Competences 3

2.2 Previous studies of writing ability 6

3 Research Methodology 9

3.1 Research questions 9

3.2 Participants 9

3.3 Subjects and Instruments 9

3.4 Procedures 10

4 Results 11

4.1 Descriptive statistics of students’ English writing 11

4.2 Problems in students’ English writing 12

4.3 The correlation between Key Competences and English writing ability 13

5 Discussion 15

5.1 Current situation of senior high school students’ English writing 15

5.2 Counterpart strategies for promoting Students’ English writing ability 16

6 Conclusion 19

Acknowledgements 21

References 22

Appendix A 23

Appendix B 24

Analysis of Promotion Strategies of Senior High School Students’ English Writing Ability

-From the Perspective of Key Competences

1 Introduction

With the acceleration of globalization process, English, as a lingua-franca, has been being of emerging popularity and importance across the world in different fields, such as politics, economy, cultural communication and education. In China, modern education attaches great importance to English teaching and learning, particularly in fundamental education. Students begin their English courses in their early years and till they finish their education without stopping learning English. For this reason, the methodology of teaching English as a foreign language has received significant attention and there has been more and more theoretical and analytic studies on strategies of learning English and acquiring linguistic skills. What is more, with the development of English language and the new curriculum reform, the emphasis on second language acquisition suggests that both teachers and language learners should take the promotion of language learning into serious consideration. In senior high school, students get to the crucial turning point to attend the College Entrance Examination, requiring them to do well in scholastic attainment and grasp learning methods. In the meantime, the task for teachers is to work out more teaching strategies of English writing to assist learners to command efficient means of improving their writing skills.

In 1997, Organization for Economic Co-operation and Development (OECD) firstly proposed the concept of Key Competences, and from then on a host of studies have been carried out to analyze the correlation between Key Competences and education. Key Competences is also identified as Core Competences, characterized by integrated development and lifelong learning. The Ordinary High School English Curriculum Standards (2017 Edition) states briefly “It is designed to build profound foundation for students’ college English study and lifelong learning. English course, as a language for learning and its application courses, emphasizes linguistic skills, cultural awareness, quality of thinking and comprehensive training of learning ability, with instrumental and humanistic characteristics”. English course is offered from primary even kindergarten for students’ further development. It suggests that English classes in senior high school create necessary conditions for students to learn other subjects, extract the world cultural essence, spread Chinese culture, and provide them with more opportunities for continued study and career development.

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