论文标题:“支架”理论在高中英语写作中的应用
The Application of Scaffolding Theory in High School English Writing
论文作者
论文导师 余富斌,论文学位 硕士,论文专业 英语教育
论文单位 江西师范大学,点击次数 183,论文页数 59页File Size2153K
2006-09-01论文网 http://www.lw23.com/lunwen_324215617/
scaffolding theory; high school English writing; the Scaffolding Writing approach; independence and confidence
“支架”理论自问世以来，受到语言学界和应用学界的极大关注，它不仅具有重大的理论价值，而且在外语教学中具有广泛的应用价值，本文对这一理论应用到高中英语写作做了一次小小的尝试。 人们一向认为，语言首先是指口语，口语是第一性的；文字是记录口头语言的，是第二性的。因此，在外语教学中应当以听说训练为主，听先于说，读写为辅，读先于写。长期以来，国内外的语言理论研究者和教学实践者强调听说的主要性。我国中学应用教学大纲的教学目的一下规定在综合听说读写训练同时侧重培养阅读能力。由此可见，人们对写的技能训练是有所忽视的。而现在，交际语言教学(CLT)对写的理解有所不同，认为写是实现交际目的的一项重要技能。此外，随着中国的改革开放和加入世贸组织，英语作为交际工具的重要性愈加明显，写作教学也已经成了英语教学的焦点，许多写作理论和写作方法产生了。“支架”式理论是以建构主义教学理论为基础，它源于维果斯基的“最近发展区”，形象地借用了建筑行业的“搭脚手架”的概念，指在教学中，学习者在成人的指导下或同伴的帮助下，将复杂的学习任务加以分解，逐步建构起整体概念，在完成学习任务同时能力也得到提高，学生因此也变得独立和自信。最后撤掉支架，学生自己能够独立地解决问题。 全文共分5部分： 第一部分为引言。介绍了英语写作变得越来越重要，尤其是在中学英语教学中，但传统的英语写作教学存在很多弊端，这就有必要探求一种理想的英语教学方法。 第二部分介绍了支架理论背后的语言理论和学习理论，同时回顾了中外语言学家对写作的研究理论，提出了支架理论应用于高中英语写作的背景和目的。 第三部分是研究方法论，详述了支架理论在英语写作中的应用，作者从自己所教的两个高一班中，选出一班作为实验班，三班作为对照班，在开学初期先对他们进行了实验前的测试，并记录了他们的成绩。接下来的写作教学中，作者对实验班采用了支架式教学，对照班仍然采用传统式教学。一年后，作者又对他们进行了实验后的测试，得出了实验后的成绩。将之与实验前的成绩相比较，发现实验班的学生的写作能力比对照班的学生提高了很多。 第四部分作者对收集上来的实验数据和问卷调查结果进行分析，并结合研究
Scaffolding has drawn great attention among linguists. Apart from its great theoretical value in linguistic study, scaffolding is highly valued in many disciplines. This present study tries to apply the theory to high school English writing.For a long time people think that speech is language, since many languages do not have a written form and we learn to speak before we learn to read or write. Language is "primarily what is spoken and only secondarily what is written" (Brooks 1964). Therefore, it was assumed that speech has a priority in language teaching. This was contrary to popular views of the relationship of the spoken and written forms of language, since it had been widely assumed that language existed principally as symbols written on paper, and that spoken language was an imperfect realization of the pure written version. Since speech was held to be primary and writing secondary, it was assumed that writing should be delayed until reasonably late in the language learning process. English Language Syllabus of Middle School in China stresses that the language skills (listening, speaking, reading and writing) should be combined. At the same time, reading is viewed important. So it is not difficult to find that writing is ignored for a long time. Now Communicative Language Teaching (CLT) holds the view that language learning is learning to communicate, reading and writing can start from the first day, if desired. Besides, since China has opened its door to the outside world and entered WTO, English is becoming increasingly important as a communication tool, English teaching has been the focus of considerable interest.Different emphases have been given in language teaching to aspects of the production of written test. Writing approaches can be considered as current theories of writing and on their research bases with particular reference to second and foreign language writing. Scaffolding theory is based on constructivism, it depends on the studies of Lev Vygotsky who created the Zone of Proximal Development. The concept in this kind of frame is required for development of learners" further understanding of the question so that the complicated study task should be dissolved in advance in order to progressively guide the learner"s understanding into depth. Scaffolding is defined as the process by which an expert provides temporary support to learners to "help bridge the gap between what the learner knows and can do and what he or she needs to accomplish in order to succeed at a particular learning task". Upon completion of this task, a learner is better able to make the connection between prior knowledge and new information, the temporary support is removed, and the student becomes more independent and confident.This thesis consists of five chapters. In Chapter 1, the introduction, the author
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