初中生英语写作论文

导读：本文初中生英语写作论文，仅供参考，如果觉得很不错，欢迎点评和分享。

浅析外显动作对初中生英语写作的促进作用

作者/李强

摘要：采用自编的研究工具——"TCL"学生英文写作自我检查工具说明书和"英文写作感受"开放式问卷，利用行动研究的方法验证了：学生在初中英语写作过程中，通过执行教师为其设定的某些外显动作，有助于激活他们长时记忆里的静态语言知识，促进他们进一步提取和运用这些知识并最终实现把这些知识转变为动态的程序化的和自动化的熟练的时态技能、从句技能和过渡词（连接词）等语言写作技能，极大地提升了学生英文写作的自我效能感。

关键词：英语写作；TCL写作；实验结果

学生在进行英文写作时，一定要从时态（T）、从句（C）和过渡词（L）三个方面有意识地提醒自己对写好的草稿加以编辑修饰后，再给以誊写定稿。为此，本研究者对所教的两个初三班中的77个学生进行实验研究，结果分析（不作具体分析，但呈现事实趋势）如下。

据统计结果的分析可知，在写作过程中，部分学生静态的语言知识，如时态知识、从句知识和过渡词（"连接词"）等语言知识还部分地停留在学生的长时记忆里，由于缺乏一定的选择性，注意到的外界信息的刺激而没有进入到工作记忆导致没有被激活起来，也就不能被

意识到或感知到，正如学生自己所言"（学习‘TCL’的写作技巧）之前没注意时态，时态杂乱，错了也不知道，现在时态的错误少了很多".由于这一事实的存在，学生也就没有可能对这些"沉睡"在长时记忆里的静态的知识加以充分地利用，更无从形成相应的动态的操作性的程序性知识（技能、技巧或者技艺）。

"沉睡"在长时记忆里的静态的知识要转变为动态的操作性的程序性知识（技能、技巧或者技艺）首先需要一个中介物的存在，这个中介物所起的作用就是激活技能目标形成所需要的"沉睡"在长时记忆里的对应的目标知识。

考虑到"儿童的思维从动作开始，切断动作与思维的联系，思维就不能得到发展",学生实现将英语写作知识转变为熟练的英语写作技能的过程就是一个思维过程。所以教师在选择起激活作用的中介物的时候非常有必要把它确定为某些外显动作，即本研究所设定的TCL——以句子为单位，找出每句话的谓语动词（和助动词），然后在这些词下面"画"一横线，找出所有从句，然后把引导这些从句的连接词"圈"出来，找出所有过渡词（若有），然后把这些过渡词"框"出来。正如22.1%的学生特别强调自己通过"给助动词或（和）谓语动词画线的方式"来检查，"学会了以画线的方式检查时态，画了线后，发现自己时态用得不准确，然后给以改正".3.9%的学生表示有意识地把自己在文章中用到的所有从句标注出来，以此检查所用从句用得是否恰当或者用得是否正确。15.6%的学生明确提到是通过"TCL"这一外显动作来判断自己的句子是否正确，有意识地发现问题并给以改正。

"TCL"所代表的外显动作不仅发展了学生内隐的写作思维活动，促进了初中生英语写作知识转变为熟练的英语写作技能的能力，更极大地提升了学生英文写作的自我效能感。这一点可以从学生对写作的文思的角度、自我发现并改正写作中的错误的角度以及对英文写作的兴趣、热情、信心与欣赏的角度可以看出。1.3%的学生经历了从"写完作文就扔到一边"发展到"写完作文喜欢修改错误，改完有成就感、开心"和从"不喜欢看别人的作文"到"喜欢看，并修改他们的错误"的思想发展过程。9.1%的学生直接提及"觉得打草稿是写作的一个必须的环节",他们都表示"会先打草稿了".42.9%的学生说"写的过程中不像以前一样得拼命挤""以前字数少，部分句子重复来重复去，现在字数变多了，基本不用怎么凑字数".14.3%的学生认为：从句的使用使句子变长了，很快就有了许多的想法；句子变长了，而且很容易写满（作文版面）；可根据从句构思内容；有了"TCL"这个规定，来逼自己每句话都用上（从句和过渡词）；能用关系词牵引出更多题材，字数增加了；学了TCL后，脑子转动起来，作文还可以。36.4%的学生在自己的问卷里认为自己的作文"有文采、优美、精彩、有趣味"了，"兴趣提升、很有兴趣、写完后有成就感""信心满满、很大信心、不惧怕写作"了。自我效能感的提高，极大地提高了学生的英文写作动机，是学生的英语学习成就提高的一个重要参照。班杜拉认为，自我效能感的高低，直接决定个体进行某种活动时的动机水平。班杜拉强调自我效能感是成就活动的一个重要维度。

学生在初中英语写作过程中，通过执行教师为其设定的某些外显

动作，有助于激活他们已经学习了的处于他们长时记忆里的静态的时态知识、从句知识和过渡词（"连接词"）等陈述性语言知识，为进一步提取和运用这些知识并最终实现把这些知识转变为动态的程序化的和自动化的熟练的时态技能、从句技能和过渡词（连接词）等语言写作技能奠定基础。

教师认为，设定的某些外显动作在帮助学生实现把静态的陈述性语言知识转变为动态的语言写作技能的过程中起到了中介激活作用。

参考文献：

彭聃龄。普通心理学[M].北京师范大学出版社，2004-03.

感谢阅读，希望能帮助您！

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