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广西师范大学硕士学位论文高中生英语写作障碍的调查研究及应对策略姓名：韦宝玉申请学位级别：硕士专业：学科教学·英语指导教师：覃修桂20080301200435100-120(2003)2007:1;23(25)120:72007.1-2007.3(2007.4-2007.7);;;:123123123:ObstaclesandCountermeasuresinEnglishWritingamongSeniorStudentsPostgraduate:WeiBaoyuSupervisor:ProfessorQinXiuguiSpecialty:CurriculumandInstructionResearchfocus:EnglishLanguageteachingAbstractinEnglishItisawell-acceptedfactthatEnglishiswidelyusedininternationalcommunication.Listening,speaking,readingandwritingabilitiesareallneededincommunication.WritinghasbeenregardedasamaincourseformiddleschoolstudentsinChina,andtheyarerequiredtotaketheEnglishtest(NMET)inwhichwritingaccountsfor35marks,(includingcorrectionofashortpassageandapieceofwritingof100-120words).Luckily,moreandmoreattentionhasbeendrawntoEnglishwriting.SpecificdemandsforwritingareincludedintheNewEnglishCurriculum(2003)andrequirementsforgoodwritingarealsodescribedclearlyinfivebandsinthescoringscaleofNMET(2007).However,EnglishwritingteachinginChinaisfarfromsatisfaction.Ofallthefourskills,writingisthemostdifficulttodevelop,esp.forseniorhighschoolstudents.Thestudentsregardwritingasaheadacheandmakeitthelastthingtobepracticed.Intheiropinion,theycannotmakemuchprogressinwritingeveniftheyareaskedtowriteonceortwiceaweek,andwritingacompositionwillcostthemtoomuchtime.Therefore,inordertoeliminatethestudents’writingdifficultiesandimprovetheirwritingability,thepresentresearcherdesignedthisteachingexperimentbasedonthepreviousresearches,especiallyWangChuming’LengthApproach,whichisnewinthe21stcenturyandhasnotbeenwidelyusedinmiddleschoolsyet.TheaimoftheexperimentistohelpthestudentstogetridofthewritingobstaclesandimprovetheirEFLwriting,andatthesametimeprovidesomeusefuladviceforEnglishwritingteaching.Thehypothesesoftheresearchare:1)WemayhelpstudentsdeveloppositiveattitudestowardswritinginEnglishbyeliminatingtheirwritingobstaclesusingtheLengthApproach.2)Aftertheresearch,thequalityofthestudents’writingwillbeimproved.3)Thestudentscanfulfillthewritingtask,a100-120-wordcompositionwithin25minutesafterthetrainingandcanreachthetopbandinthescoringscale.InordertofindouttheeffectoftheLengthApproachinEnglishwritingteaching,theresearchercarriedouttheexperimentintwoclassesinSeniorOneofYizhouNo.1MiddleSchool.Twokindsofinstrumentsareusedinthisresearch:theyaretwoquestionnaires(thesecondonewasusedtwice)andtwotests.TheresearchbeganinJanuary2007.Itconsistedoftwostages,thepreparationperiodJanuary2007-March2007andtheimplementationperiod(April2007-July2007).Duringthefirstperiod,onequestionnairewasdeliveredtotheresearchsubjectsmainlytofindoutwhatproblemsthestudentshaveandwhattheirattitudestowardswritingare.Atthebeginningofthesecondperiod,thestudentsweregivenaformalEnglishtestassignedbytheschoolasthemonthlytest,andthenstudents’compositionswerecollectedandanalyzed.ThesubjectsoftheexperimentalclassweregivenQuestionnaireTwowhichisabouttheLengthApproach.Thentheresearchwascarriedoutaccordingtotheschedule.Attheendofthesecondperiod,thestudentstookpartintheexamwhichwasdesignedbyHechidistrictasthefinalexam.ThenQuestionnaireTwowasdeliveredtothestudentsagain.Fromtheanalysesofthecollecteddata,thestudyhasobtainedthefollowingfindings:1)TheLengthApproachplaysasignificantroleinstudents’writing.Aftertheexperiment,themajorityofstudentsbecomemoreactiveandconfidentinEnglishwriting.2)StudentscanwritebettercompositionsthroughtheLengthApproach,thoughnotallthecompositionscanreachthetopbandinthescoringscale.3)ThroughtheLengthApproachstudentscanwritebettertimedcompositions.Thequalityoftheirwritingwasimprovedinthetest.Thoughithasbeenprovedtobesuccessfulandusefulintheexperiment,theLengthApproachhasitsownlimitations:1)Writinglongmeansthatthestudentsmustobtainadequatelanguagecompetence,sothoseatalowproficiencylevelremainreluctantintheprocessofwritingusingtheLengthApproach.2)Ittakesalongtimeandgreateffortstotakeeffect,sotheproblemwithbothtestarrangementandcompositionwritingoftencontradicts.3)ItcannotbedeniedthattherearestillsomedifficultiesintheuseoftheLengthApproachinmiddleschoolsbecauseoftheeducationsysteminChina.Boththeteachersandthestudentsmaybemorewillingtoaccepttheproductapproachwhichtakeslesstimetotakeeffect.SotheimplicationsofthisstudyofEnglishwritingteachinginthefutureareconsidered:1)Writingshouldbecombinedwithreading,andatthesametime,readingshouldbestrengthened.2)WritingpracticecannotbelefttoSeniorThree.ItshouldbestartedatSeniorOneorTwo.3)TheLengthApproachrequiresboththeteachersandthestudentstoupdatetheirideasofEnglishTeaching.Allinall,theLengthApproachtowritingiseffectivetobuildupthestudents’confidenceandeliminatethestudents’writingobstacles.Itcanwidenthehorizonandimprovetheirwritingabilityandincreasetheirself-assurance,achievements,feelingandmotivationandthenactivatesstudentsformallyusingthelanguage.Therefore,theLengthApproachtowritingisnotonlyamethodofteachingwriting,butalsoamethodofforeignlanguagelearning.Soitdeservesourtryandimplementation.KeywordsEnglishwritingpsychologicalobstacleslinguisticobstaclestheLengthApproach52AcknowledgementsMygreatestthanksfirstgotomyt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本文标题：高中生英语写作障碍的调查研究及应对策略
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