【作者】 汪金华；

【导师】 沈金荣；

【作者基本信息】 华东师范大学 ， 教育， 2007， 硕士

【摘要】 在外语教学中，写作一直被认为是听、说、读、写四项技能中最难的一项。过去几十年里，西方语言学界、教学界对如何行之有效地进行英语写作教学进行了大量的研究和实践，形成了卓有成效的一系列写作教学法，其中争议最多的为“过程写作法”和“结果写作法”。本研究采用定性和定量分析相结合的方式，对结果法和过程法进行了对比研究，旨在解决以下问题：◆结果法对中学英语写作教学是否依然适用?若适用，那对提高作文高分组和低分组学生的写作能力的效果是否一样?◆过程法对我国以英语为外语的中学英语写作教学是否完全适用?它对提高作文高分组和低分组学生的写作能力的效果是否一样?◆两种教学法在对增长学生的写作知识和提高他们的写作能力以及培养学生写作态度、兴趣方面有何异同?论文共分五章。第一章为绪论，阐述选题背景和意义、研究的主要问题、方法、有关概念的界定及论文框架。第二章概述了中学英语写作教学的基本要求以及英语写作教学的理论基础，接着介绍了中学英语写作教学的基本模式和与之相关的研究。第三章对结果法和过程法进行了较详细的比较：从理论基础、产生和发展历程、教学实施的模式等方面。第四章进行实验分析，具体地对比分析结果法和过程法分别运用于对照班和实验班产生的实验结果，讨论研究的结果及成因。第五章对本文做出结论，找出研究中存在的问题并提出一些实施的建议。实验结果表明：1．结果法有利于增强学生的语言知识，而过程法则有利于提高他们的写作能力。但过程法更有利于提高学生的总体写作成绩。2．结果法对提高学习成绩中等偏下学生的写作水平有效，而过程法则适合于学习成绩中等偏上的学生。3．过程法比结果法更能培养学生的写作兴趣，改变他们的写作态度。当然，实验过程中也存在一些问题，如：实验的时间、样本；受试的心理和评分的主观性等问题。笔者将在后续的研究中关注这些问题。更多还原

【Abstract】 In second language teaching and learning, writing is concerned as the most difficult of the four basic linguistic skills—listening, speaking, reading and writing. In the past decades, some Western linguists and teaching researchers have made a great effort to do a lot of research and practice on how to teach English writing effectively, among which the process approach and the product approach are mostly disputed.The research compares the product approach with the process approach, using descriptive and quantitative data. The purpose of the research is to solve the following issues:1) Is the product approach still useful to senior English writing? If so, does it contribute to the same result to improving writing abilities of the students with high marks and low marks?2) Is the process approach completely fit for Chinese senior English writing teaching which treats English as foreign language? Does it contribute to the same result to improving writing abilities of the students with high marks and low marks?3) What differences do the two approaches have in improving the students’ language information and abilities and cultivating their interest and attitude?The dissertation consists of five chapters. Chapter One is an introduction, analyzing the background and significance, the main issues, methods and the frame of the paper and defining some relative terms. Chapter Two briefly summarizes the theories of teaching English writing and the basic demands of senior English writing and relative research. Chapter Three deals with the detailed comparison between the product approach and the process approach from their theoretical basis, process and models etc. Chapter Four carries on the experimental analysis. The product approach is carried out in compared class and the process approach is carried out in experimental class. After that their results are compared and analyzed in detail. Two questionnaires are designed and distributed to the two groups of subjects before and after the experiment and the results and reasons are discussed. Chapter Five draws a conclusion, reflects the problems existing in the study process and put forward some suggestions in the future English writing teaching.The study result shows 1) the product approach achieved more significant growth in language information, while the process approach in writing abilities. 2)The product approach is more effective to the students with low marks, while the process approach is more fit for the students with high marks. 3)The process approach achieves more significant growth in interest in English writing and changing their attitude. Frankly, there exist some problems to be solved in the process of the experiment, such as the problem of experiment time, the samples, the variable psychological factors of subjects and the subjectivity of evaluating compositions. The author will be concerned about the problems in the successive research.更多还原