高中英语写作策略研究

Writing is a continuous process in language learning to find out the most effective language to express ideas and thoughts. It is a great challenge whether a writer uses his mother tongue or a second language. It is also an inseparable part of language learning, for it will not only improve a learner’s learning ,but also a means for them to master what they learned in the classroom about grammar and vocabularies in their attempts to write and express their ideas with words, sentences or longer paragraphs. It is an effective way to enhance the internalization of a learner’s linguistic knowledge as one of the four most fundamental skills such as listening, speaking, reading and writing. As opposed to reading as an input of information, writing is the feedback and extraction of information, reflecting one’s communicative capabilities. It has to be based on solid fundamental linguistic knowledge that one can complete a communication-oriented and logic essay.
    When a learner tries to express himself in English, he or she will have to employ their knowledge on the language by considering the usage of grammatical rules, proper collocation of words and weigh the exactness and appropriateness of language use. Through writing, a learner will internalize what they have learned about English through repetitive consolidation and pave the way for further development of his English skills. However, it is not a easy task to learn to writing in English since it is a rather complex and dynamic process. As for most learners, methodology in writing might be one of the primary concerns in their learning. Thus, this paper proposes that English teachers should put second language writing methods and skills into consideration to help their students attempt to adopt a suitable set of learning strategies in English writing through an infestation on marking criteria of English writing tasks in the University Entrance Examinations in the past few years from a perspective of second language acquisition on the basis of an associative generalization over teaching theories and experiences on writing.

Key words:  Teaching Method; English Writing; High School;
 

摘要

    写作是一个如何寻找最有效的语言进行思想感情交流的连续过程。无论用母语还是用第二语言写作，都具有挑战性。学习语言离不开写作．写作不仅能巩固已学的语言知识，也是一种重要的交际手段。写作之所以增强学习者的语言习得．是因为当学习者尝试用词、句子或者更大的语段进行写作、有效地交流自己的思想时，强化了他们在课堂所学的语法和词汇。写作能有效促进语言知识的内在化。写作能力是英语听、说、读、写四种基本能力之一，能有效促进语言知识的内化。读是信息的输入，而写则是书面表达的交际能力，是信息的反馈与提取。只有具备扎实的语言基础知识，灵活运用语言的交际性、逻辑性，才能组织出优秀的作文。当学习者用英文表达意思时，不得不主动地调用已学过的英语知识，斟酌语法规则的运用，琢磨词语的搭配．掂量词句使用的确切性和得体性。通过写作，英语知识不断得到巩固并内在化，为英语技能的全面发展铺路，然而学会写作不容易．因为它是一个迂回复杂、动态的过程，而对于大多数学习者来说，学习英语写作过程中遇到的一个主要问题就是写作方法问题。为此，本文审视了有关写作的理论和经验终结，调查了历年高考英语写作的评分标准，将调查围绕评分标准和分段落写作的学习策略框架展开，帮助学生尝试运用各种学习策略，让他们选择并形成一套适合自己的最佳英语写作学习策略，最终取得快速提高写作水平的效果。

关键词：英语写作；策略；高考评分标准；解决方案；效果

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