Several Affecting Factors of the Middle School Stu

本科生学年论文（2005级）论文（设计）题目SeveralAffectingFactorsoftheMiddleSchoolStudents’EnglishWritingAbility作者陈肖燕系、专业文学系、英语班级0507指导教师（职称）曹晓明（助教）论文字数3039论文完成时间2007年12月16日杭州师范大学钱江学院教学部制杭州师范大学钱江学院学年论文诚信声明本人郑重声明：所呈交的学年论文，是本人在指导教师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。学年论文作者签名：2007年月日SeveralAffectingFactorsoftheMiddleSchoolStudents’EnglishWritingAbilitybyChenXiaoyanAthesissubmittedtoEnglishDepartmentQianjiangCollegeHangzhouNormalUniversityinpartialfulfillmentoftherequirementforthedegreeofBachelorofArtsUndertheSupervisionofCaoXiaomingEnglishDepartmentQianjiangCollegeHangzhouNormalUniversityJanuary10,2007AbstractThispapermainlyfocusesontheresearchoftheexistingproblemofwritingabilityofmiddleschoolstudents.Accordingtomyexperienceinthelastsummerholiday,itwasaterribleproblem,andwehavetheresponsibilitytoencouragethestudentstopaymoreattentiontoimproveEnglishwritingability.Inmypaper,Ishowfiveexistingissuesandfivemethodstoavoidtheproblems.Theproblemsare:1.Payinginsufficientattentiontoideology.2.Lackingbasicknowledgeoflanguage.3.Lackinghi-effectivewritingability.4.Nativeshackles.5.Poorwritingpsychologyandwritinghabits.MeanwhileIproposefivemethodsasfollowing:1.Clarifyingtheobjectiveandinspiringthedesiresofwritinganarticle.2.Accumulatingthewordsandlayingabetterbasis.3.Evaluations.4.Escapingtheshacklesofthenativelanguageandstrengtheningthethinkingpower.5.Developingtheinterest.Keywords：Middleschoolstudents;writingability;factors;issues;methods——————————————————————————————内容提要此论文主要关注的是初中生现今存在的英语写作问题。根据我个人在上个暑假的经验，我发现这已经是一个很严重的问题了。我们有责任鼓励学生们去重视自身英语写作能力的提高。在我论文中，我清楚地列出了五个具体所存在的问题，还有五种解决的方案。问题是：1.思想上不够重视；2.缺乏基础知识；3.缺乏高而有效的写作能力；4.母语的束缚；5.不良的心理和写作习惯。同时我还建议了五种方法：1.弄清自己的目标，并激发写作的热情；2.增加词汇量，打下良好的基础；3.评价；4避免母语的束缚，加强外语思维能力；5.培养兴趣。关键词：初中生；写作能力；因素；问题；方法Contents1.Introduction…….……….……….……….……….…………………….………….……11.1Whatiswritingability………………………………………………………………11.2Whatarethespecificproblems….…………………………………………………..12.Affectingfactorsofmiddleschoolstudents’Englishwritingability…………………...12.1Payinginsufficientattentiontoideology…………………………………………12.2.Lackingbasicknowledgeoflanguage…………………………………………..22.3Lackinghi-effectivewritingability………………………………………….….32.4Nativeshackles…………………………………………………………………...32.5Poorwritingpsychologyandwritinghabits……………………………………43.Solutionstotheseproblems……………………………………………………………....43.1.Clarifyingtheobjectiveandinspiringthedesiresofwritinganarticle……………...53.2Accumulatingthewordsandlayingabetterbasis……………………………………53.2.1Memorization……………………………………………………………………53.2.2Discipline………………………………………………………………………63.3Evaluations…………………………………………………………………………..63.4Escapingtheshacklesofthenativelanguageandstrengtheningthethinking………63.5Developingtheinterest………………………………………………………………74.Conclusion…………………………………………………………………………….9References………………………………………….…………………………………....11I.Introduction1.1WhatisEnglishwritingabilityEnglishwritingabilityincludestwoparts,writtenexercisesandarticlewriting.Writtenexerciseincludesspelling(e.g.dictation),cloze,errorcorrection,makingsentences,translationandsoon,whichtheobjectiveofconsolidatingknowledgewehavelearned.Well,whataboutthelatterone?Articlewritingistocreatethecomposition,whichisonemethodofexpressingourthoughts,aswellasaprocessofcreativelabor.1.2WhatarethespecificproblemsRelatively,writingabilityofmiddleschoolstudentsisweak.Weallknowthatequalpayforequalwork,soweshouldpayattentiontotheseproblems.Theexperiencetellsusthattheearlier,thebetter.Seekingforthereasons,IhavefoundoutfiveaspectsaremainlyaffectingtheskillsofEnglishwriting.Thatis,payinginsufficientattentiontoideology,lackingbasicknowledgeoflanguage,lackinghi-effectivewritingability,nativeshackles,poorwritingpsychologyandwritinghabits.2.AffectingFactorsofMiddleSchoolStudents’EnglishWritingAbility2.1PayinginsufficientattentiontoideologyThisisthefirstproblemeverymiddleschoolstudentshouldconfrontandpaymoreattentionto,whichismainlyaffectedbytheteachingattitudeandteachingmethods,examinationandtextbooks.Before1970s,grammartranslationmethodwasasadominantpartofEnglishteaching,whichregardedlanguagejustasaknowledge,butlackofbasicskills.Afterreformationandopening,manynewwayswereputintoourcountry,includingtheteachingmethods,forwhichovercamesomedisadvantagesofgrammartranslation.Thecharacterofthisperiodistoattachimportancetolisteningandspeaking,butlookdownuponthereadingandwriting.Ofcourse,amongthemthereisthemethodofcomprehensivedevelopment.Buttheadvancedteachingmethodsdidnotspreadformanyreasons.Sowecannotavoidthesituationoflackingattentionofideology.Forthelong-termdevelopment,thehighschoolentranceexaminationalsobecamemorescientific,andthetestofEnglishlevelisbecomingmoreobjectiveandeffective.Whilethankstothelimitedcondition,thetestforhighschoolentranceexaminationexistshortages.Oneofthemainproblemsiswriting,thequantityandrequirementwerelow.Believeitornot,thehighschoolentranceexaminationisakeytoknowtheEnglishlevelofmiddlestudents,anditisobviousagreatfunctiontoshowtheircapacitiesinEnglish.Butthatexaminationhas