关于中国高中英语写作中的回避现象研究

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3.0 陈辉 2024-11-19 4 4 730.79KB 70 页 15积分
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i
ABSTRACT
As an English writing teacher, the author finds that students tend to avoid some
language structure or language phenomenon which they are unfamiliar with or feel
unsure of. The main reason behind this kind of performance is that some students feel
afraid of making mistakes, which may affect the scores of their composition writing.
But continuously for a long time hence, the habit of relying on avoidance strategy
may exert negative impact on the improvement of English writing, though no one can
deny its positive influence in dealing with some emergent situation.
Literature review of the paper probes into the definition of avoidance
phenomenon and its related theoretical fundamentals, such as monitor hypothesis
theory, communication strategies theory and theory of language fossilization.
An empirical research is carried out to answer the following questions:
1. Is avoidance phenomenon common among Chinese senior high school
students when doing English writing?
2. What are the manifestations, if any, of linguistic avoidance phenomenon?
What are the top 2 boxes?
3. What are the possible causes? Does it correlate with psychological factor?
The corpus of this study is essays written by 158 Senior High School Students
who took Spring Semester course in Shanghai New Oriental School. The research
procedure consists of a screening test, corpus study, questionnaire analysis and
one-on-one interview. Some attributes concerning relevance are analyzed by means of
Excel and SPSS 11.0 software (Statistical Package for the Social Sciences 11.0) in
order to ensure the objectivity and validity.
The study proves the first research question to be true and discovers at least four
types of avoidance: lexicological, syntactic, discourse and pragmatic, covering typical
examples of word choice, sentence structure, voice, tense, rhetorical aspect, etc. From
the questionnaire investigation and the interviews, three reasons are found to be
possible strategies that may lead to the phenomenon.
Instructive suggestions and principles for improving English writing teaching in
senior high school have been put forth. Limitations of the study are given.
Key Words: Avoidance, Second Language Acquisition, English
Writing, Teaching Strategy
ii
摘 要
作为英语写作老师，笔者发现越来越多的学生由于害怕出错、害怕丢分，于
是对自己不太熟悉的，没有把握的或较复杂的语言现象、语言结构采取一种消极
的不作为。长此以往，学生渐渐养成了依赖回避策略的习惯。于是乎，虽然回避
现象有其积极的作用，但是其负面作用会极大地阻碍了英语写作的提高。
本论文从回避现象的定义和相关理论基础，包括监检假设、交际策略和语言
僵化理论等方面对前人的研究进行了回顾和总结。
本论文所进行的是实证研究，拟从三个方面考察中国高中学生在英语写作中
的回避现象：
1) 中国高中学生的英语写作中语言回避现象是否是一种普遍现象？
2) 语言回避现象的具体表现是什么？最突出的是哪两种？
3) 回避现象的成因是什么？其中是否和心理因素有关？
研究的文本基础是 158 名就读于上海新东方春季班的高三学生英语作文。在
实证过程中，综合使用初筛测试、看图写作文本的实证研究、问卷调查、以及个
案访问等四种手段系统研究在写作中回避想象的具体表现和成因，这样可以避免
实验单一方法所可能导致的片面性。其调查研究结果的一些相关度数据是通过
Excel 和SPSS（11.0）统计软件分析出来的，以尽可能保证结果的客观性。
调查研究结果一方面证实了第一个问题，另一方面总结出四种回避现象：词
汇回避、句法回避、篇章回避和语用回避，具体包括在词汇、句型、语法、修辞、
过渡语和话题等方面的一些典型的具体表现。另外从问卷调查和访谈结果得出，
回避现象产生的根本原因可以分成三种可能。
文章还提出了对于优化中国高中英语写作教学具有启示意义的建议和原则。
另外也描述了实验研究的局限性。
关键词： 回避，二语习得，英语写作，教学策略
Contents
Acknowledgements
ABSTRACT ............................................................................................................................................ i
摘 要 ...................................................................................................................................................ii
Chapter One Introduction ..................................................................................................................1
§1.1 BACKGROUND AND SIGNIFICANCE OF THIS STUDY ...................................................................... 1
§1.2 OVERVIEW OF THE THESIS .............................................................................................................4
Chapter Two Literature Review .........................................................................................................6
§2.1 RECOGNIZING THE EXISTENCE OF AVOIDANCE PHENOMENON ..................................................... 6
§2.2 DEFINITION AND JUDGMENT STANDARDS OF AVOIDANCE PHENOMENON .................................... 9
§2.2.1 Defining Avoidance Phenomenon .......................................................................................... 9
§2.2.2 Concept of Avoidance Tendency ...........................................................................................11
§2.3 THEORETICAL FUNDAMENTALS OF THE RESEARCHES ON AVOIDANCE PHENOMENON ................ 12
§2.3.1 Language transfer, Contrast Analysis and Error Analysis .................................................. 12
§2.3.2 Krashen’s Monitor Hypothesis Theory ................................................................................ 16
§2.3.3 Communication Strategies Theory .......................................................................................17
§2.3.4 Theory of Language Fossilization ....................................................................................... 20
§2.4 CONTROVERSIAL FEATURES OF AVOIDANCE PHENOMENON ........................................................21
§2.4.1 Consciousness v.s. Unconsciousness ................................................................................... 21
§2.4.2 Positive Effect v.s. Negative Effect .......................................................................................22
§2.4.3 Generality v.s. Individuality ................................................................................................. 22
Chapter Three Experimental Study on Avoidance Phenomenon of Chinese Senior Student in
High School in English Writing .........................................................................................................23
§3.1 DEFINITION AND FEATURE ALIGNMENT ON AVOIDANCE PHENOMENON ..................................... 23
§3.2 PURPOSE AND HYPOTHESES OF THE RESEARCH ..........................................................................24
§3.3 RESPONDENTS ..............................................................................................................................25
§3.4 PROCEDURES ............................................................................................................................... 25
§3.4.1 Screening Test ...................................................................................................................... 25
§3.4.2 Writing Task ......................................................................................................................... 26
§3.4.3 Questionnaire Investigation & One-on-one Interview .........................................................27
§3.5 FINDINGS ON MANIFESTATIONS OF AVOIDANCE PHENOMENON .................................................. 27
§3.5.1 Lexicological Avoidance ...................................................................................................... 28
§3.5.1.1 Influence of Superordinate .........................................................................29
§3.5.1.2 Influence of Synonymous Expression ....................................................... 30
§3.5.1.3 Influence of Antonym ................................................................................ 31
§3.5.1.4 Influence of Circumlocution or Paraphrase ............................................... 31
§3.5.2 Syntactic Avoidance ............................................................................................................. 32
§3.5.2.1 Avoidance of Complex Sentence and Long Sentence ............................... 32
§3.5.2.2 Avoidance of Inverted Order ......................................................................33
§3.5.2.3 Avoidance of Indirect Speech .....................................................................33
§3.5.2.4 Avoidance of the Voice ...............................................................................34
§3.5.2.5 Avoidance of Tense .................................................................................... 34
§3.5.3 Discourse Avoidance ............................................................................................................35
4
§3.5.3.1 Avoidance of Coherence and Cohesion ..................................................... 35
§3.5.3.2 Avoidance of Formal Sentence .................................................................. 36
§3.5.3.3 Avoidance of Proverb, Idiom and Rhetorical Aspect .................................36
§3.5.3.4 Avoidance of some topics in certain aspect ............................................... 37
§3.5.4 Pragmatic Avoidance ........................................................................................................... 38
Chapter Four Analysis on the Causes of Avoidance Phenomenon ................................................39
§4.1 PSYCHOLOGICAL FACTOR ............................................................................................................ 39
§4.1.1 Personality and Avoidance ...................................................................................................40
§4.1.2 Self-efficacy and Avoidance ................................................................................................. 41
§4.1.3 Learning Motivation and Avoidance ....................................................................................42
§4.2 LINGUISTIC FACTOR .....................................................................................................................44
§4.2.1 Influence of Language Transfer ........................................................................................... 44
§4.2.2 Lack of lexical and grammar knowledge ............................................................................. 45
§4.3 EXTERNALLY OBJECTIVE FACTOR ............................................................................................... 46
§4.3.1 Negative Influence from Standardized Tests ........................................................................ 46
§4.3.2 Insufficient input of language data ...................................................................................... 47
§4.3.3 Few opportunities to output language data ......................................................................... 47
§4.3.4 Side Effect of Teaching Language ........................................................................................48
§4.3.5 Misleading of Grading Standards and Methods .................................................................. 48
Chapter Five Implications and Teaching Strategy for Improving Avoidance Phenomenon in
English Writing ................................................................................................................................. 50
§5.1 DEVELOP PSYCHOLOGICAL FACTOR AND MINIMIZE THE BLOCKS IN AFFECTIVE DISORDER ..... 51
§5.2 IMPROVEMENT OF CORRECTING METHODS .................................................................................. 52
§5.3 MAGNIFYING INPUT OF LINGUISTIC KNOWLEDGE ...................................................................... 53
§5.4 ENHANCING OUTPUT OF LINGUISTIC KNOWLEDGE .....................................................................54
§5.5 FOREIGN CULTURE INTERACTION ................................................................................................55
§5.6 TEACHING STRATEGIES ................................................................................................................56
§5.6.1 Error Tolerance and Lead-up Principle ...............................................................................56
§5.6.2 Cooperative Approach to English Writing ........................................................................... 57
§5.6.3 Sentence Transformation Exercise .......................................................................................57
Chapter Six Conclusion .................................................................................................................... 59
§6.1 SUMMARY .................................................................................................................................... 59
§6.2 LIMITATIONS AND SUGGESTIONS ................................................................................................. 60
Bibliography ..................................................................................................................................... 61
Appendix .......................................................................................................................................... 65
在读期间发表的论文 ...................................................................................................................... 67
Chapter One Introduction
1
Chapter One Introduction
§1.1 Background and Significance of This Study
As a synthetic linguistic practice, writing forms a connecting link among the five
basic English skills, namely listening, speaking, reading, writing and translating.
Obviously, writing plays an important role in English teaching. It is the
output-oriented mode which is different from other sorts of input modes. In
accordance with ESL or EFL instruction, writing may help students learn more,
realize their own weakness and work on self-cognition proactively.
To begin with, its effect of reinforcement is apparent. The visual demonstration
of language construction is worthwhile for our understanding how it all stays together
and how it commits the new language to memory as a tool. It helps students practice
and go over what they have been taught through listening and reading, the kind of
input accumulation, and form tacit knowledge via promoting internalization of new
knowledge. Writing is also the process for language development. A solid foundation
for English writing is the indispensable guarantee to attain the translation principles of
Honesty, Fluency and Elegancy. When writing, students have a chance to take
adventures with the language, and to go beyond what they have been taught. Besides,
it is a self-inspiring learning style and inspiration of new thinking. It seems that the
actual process of writing is an aid for students to learn as they head along rather like
the process of speaking. As students are thinking of how to write with struggles, the
process may inspire them to discover something new to write or some right words to
express their ideas. Constructing the written text in a proper way may activate the
learning experience. Therefore, writing is the self-cognitive and reflective activity
unlike the interpersonal face-to-face communication.
Raimes [31] (1983:6) claimed that the intimate kinship between writing and
thinking makes writing a treasure part of any language course. She also studied the
various factors for producing a clear, fluent and effective piece of writing: content, the
writer’s process, audience, purpose, word choice, organization, mechanics, grammar
and syntax. To sum up, proper language, punctuation mechanics, and logical content
are regarded important to communicate in written work.
Analytic Study on Avoidance Phenomenon of
Chinese Senior High School Students in English Writing
2
Based on the importance of English writing skill, a considerable number of
English teachers have launched effective exploration on improving English writing
education for a long time, in order to tackle some problems which need improvement
and cannot be neglected. These problems are prominently shown in the various kinds
of performance such as taking word and sentence structure as priority instead of
meaning itself, the deviation of author’s actual thoughts, slack structure of discourse
and the disorder of article layout. All the phenomenon bring about some consequences
concerning mechanical wording duplication, monotonous sentence structure,
roundabout argumentation, lack of cohesion and coherence, lack of ideas and thoughts.
That’s why many specialists and scholars began to rethink the English writing
education in China by means of writing skills, writing correcting methods and
thinking difference between Chinese and western areas, and also introduced and put
forward some writing teaching methodologies such as Process Writing Approach[52]
(Wu Jin, Zhang Zaixin, 2000; Li Sen, 2000), Genre-based Approach[49] (Qin Xiubai,
2000), Process-form Method [48] (Han Jinlong, 2001), Teacher-correcting Approach[41]
(Chen Hai, 1994; Li Baiqing, 2000) and Thinking in Target Language Approach [50]
(Ren Qun, 2000; Li Dehuang, Zhang Huixin, 2002). These methods focus on the
teaching approaches in each phase, which may improve the English writing skills for
students.
However, as a high school English writing teacher, the author found the
interesting and common phenomenon that although few or even no grammar mistakes
are in some students’ compositions, yet these ones are load of simplest and most
ordinary words and declarative sentences, which is far from commensurate with the
vocabulary size of high school students. According to the teaching requirements
issued by the Shanghai Municipal Education Committee, high school students shall be
possessed of at least 4200 English words before graduation. Aside from being related
to student’s English level and practical ability, one of the most important reasons is
that they adopt avoidance strategy deliberately or indulgently. That is to say, they
choose to use relatively simple and familiar words and grammatical structure in order
to avoid taking the risks of making mistakes.
In the teaching process of writing, the author has been fully aware of the
problem’s being universal in the high school English writing. As a matter fact, status
摘要：

iABSTRACTAsanEnglishwritingteacher,theauthorfindsthatstudentstendtoavoidsomelanguagestructureorlanguagephenomenonwhichtheyareunfamiliarwithorfeelunsureof.Themainreasonbehindthiskindofperformanceisthatsomestudentsfeelafraidofmakingmistakes,whichmayaffectthescoresoftheircompositionwriting.Butcontinuou...

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