一项关于社会互动写作模式的实证研究----基

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ABSTRACT

Teachers of English writing often feel disappointed facing the handed-in essays

with the lack of content and shallow reasoning after they have tried various methods

of teaching effective writing. The main reason is that the philosophy of writing

pedagogies dominated by the product approach makes teachers emphasize the training

of writing skills, but not the cultivation of thinking ability, so that students usually

have no ideas faced with a given topic. Moreover, for a long time, the only evaluator

of students’ essays is their teacher. The fact does not transmit the enough information

of audience awareness to students. This phenomenon results in the oblivion of

students’ audience awareness which leads to the lack of dialogic awareness and

shallow reasoning in students’ essays. This sounds an alarm to writing teachers.

In fact, writing is communication; writing is a dialogic, interactive process

between the writer and the reader. Based on the understanding of the nature of writing,

Deng(2002) puts forward the socio-interactive model of writing which emphasizes the

interactive communication between the writer and the reader. Dialogue is a kind of

interactive activity of human beings. Interaction needs cooperation. Cooperation

makes people stand in others foot and can motivate greater enthusiasm of people.

Communication among people can motivate more inspiration and ideas. Based on the

understanding of the nature of writing and cooperative learning, the author of this

thesis proposes the new writing pedagogy that blends the socio-interactive model of

writing with cooperative learning and hopes it will help students get out of the

dilemma mentioned above. Simultaneously, the author wants to know students’

attitudes towards cooperative learning after the teacher applies it into the writing class.

So, this thesis aims at studying the following three questions:

1) What effect will cooperative learning have on individual’s dialogic awareness of

writing and its reasoning depth, especially when it is applied to the context of

argumentative writing?

2) Could cooperative learning help students get more contents during the process of

composing?

3) What are students’ attitudes towards the use of cooperative learning in the class of

English writing?

In order to answer the above three questions, the author of this thesis carries out

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a contrastive empirical study. The subjects are 63 students majored in English in

Zhengzhou University. They belong to two classes. One class is called experimental

class and the other is named control class. Before this experiment, all students in the

two classes take part in a writing test so as to make sure that they have the same or

similar writing proficiency. Meanwhile, a questionnaire is handed out to the students

in the experimental class. In the experimental period of eight weeks, students in the

two classes all receive the same teaching method under the guidance of the

socio-interactive model of writing. However, students from the experimental class

finish four argumentative essays in the context of cooperative learning and students

from the control class write four argumentative compositions individually. Finally,

students from the two classes participate in the final writing exam. Moreover, second

questionnaire is handed out to the experimental class and some students in the

experimental class are randomly selected to receive the interview. This experiment

makes the blend use of the methods of quantitative and qualitative studies. The

instruments include writing tests, questionnaires, interviews and class observations.

As for the data received, dialogue analysis, Toulmin analysis, holistic scoring,

persuasive force rating, length analysis and T-unit analysis are used to evaluate them.

The findings show that the new writing pedagogy help students discover more

ideas in the process of writing and cultivate dialogic awareness so as to deepen the

reasoning of their essays. At the same time, the final results reflect students have

positive attitudes toward cooperative learning.

Key words: The Teaching of English Writing, Interactive Model,

Writing, Cooperative Learning

摘要

我国大学生的英语水平虽然总体上有了很大提高，但写作能力却一直不尽如

人意。英语写作教师在几经尝试之后，面对交上来的内容空洞及推理不深的学生

作文，不得不以失望告终。探究原因，主要是以结果法为导向的写作教学理念使

得教师在整个教学过程中不是培养学生的思维能力，而是教授写作技巧，从而导

致学生作文内容的贫乏。又由于长期以来教师是学生作文的唯一评判者，导致学

生对读者意识的忽视，反映在作文上就是对话意识的缺失及逻辑推理的浅化。学

生作文所反映出来的问题给所有写作教师敲响了警钟。

写作是一种交流；写作是作者和读者对话互动的一个交际过程。正是基于对

写作本质理解的基础上，邓（2002）提出了社会互动的写作模式，该模式注重写

作过程中作者和读者的对话交流。对话是一种人类社交互动活动，互动需要合作。

人与人之间的交流能激发更多的灵感及想法，合作会使人更多的站在别人的立场

上考虑问题。同时，合作会调动人更大的热情。

正是基于对合作学习和写作本质理解的基础上，本文作者提出了将合作学习

策略应用于互动式写作的英语课堂上的教学方法，希望能够解决学生写作过程中

所遇到的内容贫乏及对话意识缺失导致的推理不深的现象。同时，作者希望了解

学生对合作学习的态度。因此，本研究旨在探究以下三个问题：

（1）合作学习能否培养并提高学生写作过程中的对话意识,从而深化推理过程？

(2) 合作学习能否帮助学生在创作过程中发现更多的内容？

（3）学生对英语写作课堂上应用合作学习策略抱有什么态度？

为了回答以上三个问题，研究者开展了一项英语写作教学法的对比试验。受

试者为英语专业三年级学生，他们分属两个班级。一个班为实验班，另一个班为

控制班。在实验开始之前，实验班和控制班的学生将接受一次写作测试，目的是

为了确保两个班的学生有相同或相似的写作水平。与此同时，实验班的学生将接

受一次问卷调查。实验开始后，实验班和控制班的学生均接受社会互动写作模式

指导下的写作教学方法。但不同的是，在实验进行的 8 周内，实验班的学生在合

作学习的氛围下完成 4 篇论辩性作文，控制班的学生独自完成 4 篇论辩性作文。

实验结束后一周，实验班和控制班的学生都参加一次写作测试。与控制班不同的

是，实验班的学生在实验结束后再接受一次问卷调查。同时，教师随机挑选一些

学生进行集体访谈。本研究采用定性研究和定量研究相结合的方法，其中采用的

研究工具有写作测试、问卷调查、访谈和课堂观察。针对采集到的数据，研究者

拟用 SPSS、对话性分析、劝说力评估、图尔明分析、作文长度分析、T-unit 分

析及整体性评估等手段对其进行分析整理

研究结果显示，合作学习与互动的写作模式相结合的教学方法有助于学生在

写作过程中发现更多的想法并且有助于培养学生写作过程中的对话意识，深化推

理过程。同时，此研究结果也反映出学生对合作学习持肯定态度。

关键词: 英语写作教学社会互动的写作模式写作合作学习

List of Figures & Tables

Fig. 3-1 A linear model of writing………………………………………………16

Fig. 3-2 A cognitive process theory of writing………………………………….18

Fig. 3-3 An interactive model of writing process……………………………….20

Fig. 3-4 Triangular relations of writing…………………………………………21

Table 4-1 Background characteristics of subjects in this research……………..36

Table 5-1 Dialogue analysis…………………………………………………….42

Table 5-2 Persuasive force rating………………………………………………43

Table 5-3 Toulmin analysis…………………………………………………….44

Table 5-4 Essay length analysis………………………………………………..44

Table 5-5 T-unit analysis……………………………………………………….45

Table 5-6 Holistic rating……………………………………………………….47

Table 5-7 Results from questionnaire 1………………………………………..48

Table 5-8 Results from questionnaire 2………………………………………..50

CONTENTS

ACKNOWLEDGEMENTS………………………………………………………….i

ABSTRACT……………………………………………………………………… …. i

摘要…………………………………………………………………………………...iv

Chapter One Introduction...........................................................................................1

1.1 Background of this Study..................................................................................1

1.2 Purpose of this Study.........................................................................................4

1.3 Significance of this Study.............................................................................................. 4

1.4 Structure of this Thesis………………………………………………………..5

Chapter Two Literature Review................................................................................. 7

2.1 Researches on Western Composition Studies…………………………………7

2.1.1 Rhetorical Origin of Western Composition Studies…………………7

2.1.2 Establishment and Development of Western Composition Studies….8

2.1.3 Current Situations of Western Composition Studies ………………10

2.2 Previous Researches on Second Language Writing in China………………11

2.3 Summary………………………………………………………………15

Chapter Three Theoretical Framework………………………………… 16

3.1 Writing Approach............................................................................................ 16

3.1.1 Product Approach..................................................................................16

3.1.2 Process Approach.................................................................................. 18

3.1.3 Interactive Approach............................................................................. 19

3.2 Cooperative Learning......................................................................................24

3.2.1 Definitions of Cooperative Learning.....................................................24

3.2.2 Theories Underlying Cooperative Learning..........................................25

3.2.3 Essential Elements of Cooperative Learning........................................ 30

3.2.4 Instructor's Roles in Cooperative Learning…………………………31

3.3 Summary……………………………………………………………………33

Chapter Four The Empirical Study..........................................................................34

4.1 Research Hypotheses and Questions...............................................................34

4.2 Research Design..............................................................................................35

4.3 Subjects.......................................................................................................... 35

4.4 Instrumentation…………………………………………………………36

4.4.1 Pretest and Posttest……………………………………………….36

4.4.2 Questionnaires…………………………………………………….37

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摘要：

iiABSTRACTTeachersofEnglishwritingoftenfeeldisappointedfacingthehanded-inessayswiththelackofcontentandshallowreasoningaftertheyhavetriedvariousmethodsofteachingeffectivewriting.Themainreasonisthatthephilosophyofwritingpedagogiesdominatedbytheproductapproachmakesteachersemphasizethetrainingofwritings...

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