写作教学:注重过程还是注重结果?  

作　　者：杨晓春[1] 

机构地区：[1]扬州大学外国语学院 江苏扬州225009

出　　处：《外语与外语教学》2008年第3期41-43,共3页Foreign Languages and Their Teaching

摘　　要：国内不少外语写作教学研究文献涉及过程法与结果法的教学效果，但实证性研究不多。本研究采用定量与定性的研究方法，以非英语专业大一学生为研究对象，通过为期8周的实验，探讨过程法和结果法的教学效果及其对学生写作水平的影响。实验结果表明：两种教学方法各有利弊，过程法能有效提高学生的写作水平，但更适合于写作水平较高的学生，而结果法则适合于写作水平较低的学生。因此，写作教学应根据不同的教学对象选用合适的教学方法，借助多媒体技术，强化写作教学环节与过程，提高课堂教学效果和学生的英语写作水平。As a response to the current debates on the superiority of “process-oriented approach” or “product-oriented approach” in enhancing EFL learners＇ writing abilities ,this study,with reference to both of quantitative and qualitative research method,investigated the effects of the two approaches on the writing performance of Chinese non-English majors. Two classes, with 31 freshmen each, participated in the 8-week experiment program. The evidence showed that “process-oriented approach” had more positive effects on high-achievers＇ EFL writing proficiency, while low-achievers benefited more from “product-oriented approach”. It may follow that the two approaches, if integrated with advanced multimedia technology predetermined by learners＇ levels, could produce better pedagogical effects in improving learners＇ writing proficiency.

关 键 词：英语写作教学 过程法 结果法 非英语专业大学生 

分 类 号：G652[文化科学—教育学] C93[经济管理—管理学]