教育教学论文 On the Improvement of Middle School Students’ Writing Ability

1、on the improvement of middle school students writing ability abstractthe thesis focuses on the improvement of middle school students writing ability by using krashens input hypothesis theories. writing is an extremely complex process, which is very important but difficult for students. cognitive the

2、ory holds that listening, speaking, reading and writing keep in touch with each other. writing training as an effective method could help improve students ability to use english. finishing a composition is difficult for students, which was great influenced by the chinese thinking style. to solve tho

3、se problems, on the one hand, teachers should learn to use the task-based language teaching method in writing teaching class to help students finish writing task effectively and smoothly. on the other hand, students themselves should read english extensively and form their english thinking style whi

4、le writing an english composition.key words english writing, the input hypothesis theories, the task-based language teaching method, english thinking style.一. introductionfrancis bacon, in his essay of studies says that reading market a full man, conference a ready man, and writing an exact man .wal

5、ter jong, an american scholar, also points out writing changes the ideas of human beings. many chinese students learn english and have to learn how to write in english and how to express their ideas. most important of all, you could get a high score if you are able to write a good composition in the

6、 college entrance examination. so writing is one of the criteria to judge your english proficiency. writing can reflect the students application ability and writing is one of the most difficult language skills to improve. we read and learn english every day, but we cant express our idea clearly and

7、correctly in written english.thus, the problem of writing for middle school students always haunts english teachers in china .when proofing or correcting the students exam paper or exercise books, teachers find that the majority of students cant express their ideas clearly and correctly and then can

8、t get satisfying marks on writing exercises and exam papers. in english classes, we often hear complaints among students that teachers always ask them to write a composition. “no matter how hard i try, it doesnt work. most of students seem to have no interest in english writing and arent willing to

9、write english compositions, some students often copy others at random in order to finish the writing exercises. so, there exist some problems about english writing during the english learning, which arouses the teachers attention to help and enhance the students writing ability. so my purpose of thi

10、s study is to investigate these problems and its effects on students, hoping to help teachers and students find ways to solve the problems. three research questions are raised for this purpose:1. the difficulties for students to write a composition2.analysis on the reasons of making mistakes when wr

11、iting3. ways to deal with these difficulties4. what teaching methods may teachers use in the daily writing teaching二. literature reviewstephen d. krashens input hypothesis theory has undergone several stages of development. in the late 1970s, he put forward the basic idea of his monitor model for th

12、e first time, then after some revision, the monitor model became a complete theory. later, he formulated five “hypotheses”: acquisition-learning, monitor, natural order, input, and affective filter. the input hypothesis has become the central part of krashens theory. in the input hypothesis, krashen

13、 makes the following claims: “the learner acquires language by comprehending linguistic input that is slightly beyond his or her level of competence (i+1), and a necessary (but not sufficient) condition to move from to stage i+1 is that the acquirer understanding input that contains i+1” (krashen, 1

14、982:21)according to krashen, the input hypothesis explains how l2 acquisition occurs.the input hypothesis simply states: humans acquire language in only one way-by understanding messages or by receiving “comprehensible input” (krashen, 1985). it states that one acquires language in only one way-by e

15、xposure to comprehensible input. this hypothesis also states simply that we acquire (not learn) language by understanding input that is a little beyond our current level of acquired competence (what krashen calls “i+1”), then both comprehension and acquisition will occur. the input hypothesis claims

16、 that we use meaning to help us acquire language. to state the hypothesis a bit more formally, an acquirer can “move” from a stage i (where i is the acquirers present level of competence) to a stage i+1 (where i+1 is the stage immediately following i along some natural order) by understanding langua

17、ge containing i+1, but he didnt mention how to increase input.so the author simply tries to apply input hypothesis into the improvement of the students writing ability from the point of reading and reciting. at the same time, the procedure of writing could probably apply the task-based language teac

18、hing method rather than mentioned researchers method.三. research procedure1 participants(1)students: 98 students with ages from 16 to 17 who are in senior one grade participated the questionnaires about english writing.(2) teachers: five teachers participated the interview. all the teachers have bee

19、n teaching english for a number of years, within the range of teaching experience from 3 to10 years. 2 procedures(1 )the questionnaire of 8 questions which were all in chinese was handed out to students in their spare time. students were told to mark a tick in each cell .time to complete the questio

20、nnaire was limited to 3 minutes.(2) interview first, 20 students were interviewed to ask questions: “are you afraid of english writing? or are you interested in english writing? what affect your writing? is it vocabulary, grammar, discourse coherence, or chinglish expression?” .then, five teachers t

21、alked about their daily writing teachings problem, such as “how do you teach your students to write? how do you correct your students paper? do you have any plan to teach your students writing?”(3) composition mainly comes from 50 examination papers done on the april 14 and daily written exercises.

22、the researcher selected and picked out the errors to analyze and explain the reason why students made mistakes.(4 )data collection the questionnaires answers were made an appendix and data were counted into percentage. the interviewed questions and questionnaire were translated into english from chi

23、nese. students compositions were checked carefully. in order to make the errors identified and more objective and scienticific, the researcher invited two professional english teachers to check the compositions carefully and identified the errors .each composition was checked 3 times and marked the

24、agreed errors and the type of errors.3 result from the questionnaires, we can see that the typical problem in english writing is that some students would think in chinese first then translate into english , called “chinglish expression” . from the interview by the students, we know that chinglish ex

25、pression is the major factors affecting writing. from the interview by the teachers, we clearly see that the difficult problem of carrying out writing teaching is that some teachers still have no idea or ways to teach students to write. from the composition written by students, we can find out some

26、basic grammar errors, and they are: 1) errors in subject-predicate agreement; e.g.: someone have left you a message in the office. two fifths of the land here are covered with trees and grass.2) errors in the passive voice; e.g.: the accident was happened last week. 3) misuse of articles; e.g.: i ha

27、ve never seen such a animal.4) misuse of singular form and plural form of nouns; e.g.: five child is playing on the ground.5) errors in tense; e.g.: i buy a book yesterday.6) errors in comparative degree and superlative degree; e.g.: he is more cleverer than his brother.7) misuse of conjunctions; e.

28、g.: i saw two men sitting behind and whisper there.8) errors in the infinitives; i want speak to tom.9) errors ing form of the verbs; e.g.: would you mind to turning down your radio a little, please? 10) lexical errors; e.g.: everyone wants to experience a high education. when we look at our teacher

29、s, we should respect them. 11) run-on sentences; e.g.: in the elementary school, i have several dreams, i often make a dream. you should try to have a dream, you neednt feel shy. 12) chinglish expression.四. discussion1.difficulties for students to write a good compositionwriting is considered as pro

30、ductive skill. writing involves the production of language on the language user. writers have to deal with the eight basic elements in writing, that is syntax( sentence structure, boundaries, stylistic choices), grammar ( rules for verbs, agreement, articles, pronouns, etc), organization ( paragraph

31、s, topic and support ), word choice ( vocabulary , idiom), purpose(the reason for writing), the writers process (getting ideas, getting started, writing drafts, revising ), and content (relevance, clarity, originality, logic, etc). for middle school students, the most difficult one when writing is c

32、hinglish expression. from questionnaire 6 we can see chinglish expression that is directly influenced by chinese. besides, the result of the interview also proves that chinglish expression is the most difficult problems for students. the major causes of chinglish expressions are the different thinki

33、ng modes in english and chinese. since ones thinking mode is deeply rooted in his mind, it is very difficult for an efl learner to change it. deng yanchang (1989) once pointed out that the lower a students proficiency was when learning a foreign language; the more unidiomatic sentences there were in

34、 his writing or speech .he explained the reasons for this as “until one has a good command of a foreign language, ones writing is bound to be affected by ones native language .until one can think in english, ones ideas will often be expressed in word for word renderings of chinese into english. for

35、example: 1) everybody in the world hopes that they can be happy, i am so. 2) nobody hopes to make a friend with a not having manners man. “i am also” is a sentence of typical chinglish expression. the subject says that he wants to express the chinese meaning “我也是” ,but he does not know that in engli

36、sh there is a particular structure to express this meaning and thinks that the expression “i am also” is right as far as english grammar is concerned .they are reproduced here as follows: 3) everybody in the world hopes that they can be happy, so do i. 4) nobody hopes to make friends with a man with

37、 bad manners .chinese students always use chinglish expression to write composition. they are influenced by the mother tongue when they want to express their minds, they might meet some complex or changeable sentence structure but could not express. many students wrote like this: the book have been

38、sold. there are 14% of the students enjoy reading popular science articles. there are many people can read difficult essays in chinese but can not write themselves in chinese. good good study, day day up. here is suitable to enjoy cash crops.the second one is language errors, including grammar, word

39、s usage and so on. we can see from the students papers: i have a problem and i am writing ask you advice. this is secret, so please do not tell anyone else, i used to get along very well with my cousin and we used to be a very good friend. we were planning to take part of the winter holidays togethe

40、r. now i do not think i want to invite you home. the book will suitable the english learners. the book has been translated to many languages. the book published in 1993.it has been translated into tens of languages, spread love to the entire world. in order to learn english well, i should increase t

41、he method of study.2. analysis on the reasons of making mistakes when writingall students make mistakes at various stages of their language learning. it is part of the natural process they are going through and occurs for a number of reasons. interference from the students owning language is not the

42、 only reason for making mistakes. there is a category which a number of people call “developmental” errors. these are the result of conscious or subconscious processing which frequently overgeneralises a rule, for example, when a student having learnt to say things like “ i have to go,” then starts

43、saying “ i must to go,” not realizing that the use of “ to” is not permitted with “ must”.some mistakes are deep-seated and need constant attention. while these are examples of “ errors”, others seem to be more like “slips” made while students are simultaneously processing information and they are t

44、herefore easier to correct quickly. whatever the reasons for “getting it wrong”, it is vital for the teachers to realize that all students make mistakes as a natural and useful way of learning. by working out when and why things have gone wrong, they learn more about the language they are studying.

45、(jeremy harmer, 1999)3.ways to deal with these difficulties(1)reading and writingwhere there is little reading, there will be little language learning. reading is a part of the process of language acquisition, and if the reading text is especially interesting and engaging, acquisition is likely to b

46、e even more successful.krashen holds that comprehensible input is vital for language acquisition and reading is an inimitable source of such input. reading texts also provide good models for english writing, when we teach the skill of writing, we will need to show students models of what we are enco

47、uraging them to do . furthermore, reading passage also provides opportunities to study language: vocabulary, grammar, punctuation, and the way we construct sentences, paragraphs and texts.there are so many reading passages in our textbooks. when it comes to reading passage, the author would take the

48、 following steps in order to improve the writing ability. first, learning the more advanced vocabularies from the text, mainly verbs, adjectives and adverbials. the author often asks students to recite advanced vocabularies and master their meanings, or the usage. for example, independent = in + dep

49、end + ent; agriculture = agri + culture; immediately = at once / right now / in no time /after a short while; rude = not polite = impolite. another example, the reading passage chucks friend, i would hand out the tables for students to study. meaning normal words advanced words寻找 look for hunt for喜欢

50、 like become fond of聪明 clever bright/ wise/ smart害怕afraid frightened/ scared/ shocked浏览read quicklylook through/ scan/ skimsecond, guiding students to study transitional words from reading passage to use them into their own writing. it is necessary and important to study transitional words, for tran

51、sition is an effective way to arrange the sentences that runs smoothly to another in the passage or paragraph. there are many transitional expressions, for example, first, second, then, thereafter, at last for chronological event; on the contrary, on the other hand, then for contrasts. when studying

52、 the reading passage the rescue, students must find out all the transitional words from the text to understand the organization of the passage: however, the next moment, and, then, but, now, as, while. third, learning and analyzing the important patterns for further improvement of writing. for examp

53、le, the passage a city of heroes, the sentence “ old paintings, including / a portrait of peter the great / which was found / in the snow / outside st petersburg ,have been carefully recreated, and the old palaces / have been made / as wonderful as / in the past.” at the same time, the author demand

54、s students to make sentences by using the structure “as wonderful as” to make sentences, e.g. they have made the classroom as beautiful as yours. fourth, reciting and imitating. (1).using the latest technologies, chinese scientists grow vegetables in greenhouses.（独立主格结构） (2) it is on this arable lan

55、d that the farmers produce food for the whole population of china. （强调句型）(3)as far as i can see, the best thing would be to plant more trees. fifth, analyzing the organization of the reading passage and learning to write own passage. for example, in the passage modern agriculture,raising the problem

56、 (paragraph 1 &2): tradition and modern agriculturecomparison (paragraph 3): advantage and disadvantage solving the problem (paragraph 4): shortage of land (paragraph 5 and 6): produce more after analyzing the texts, we get a conclusion, the organization of this passage istraditional agriculture - b

57、ig problem - modernized farming - a new problem - techniques of solving the problem. reading does not mean understanding the general idea of the passage. but students can improve their writing ability by reading, and can learn various of vocabulary, sentence pattern, and give reader overview of orga

58、nizing passage.(2) reciting and writing just as mentioned in front of literature review, jiang peixin wrote students must guarantee large language input such as reciting to improve the writing ability. writing is output after the acquisition mind. only collecting lots of language materials in your mind could finish composition. reciting is one of the traditional methods in china; it is usually used as useful strategies by successful learners. this effective method is used in the middle school in their english learning practice. any language learning always have an imitation at the