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文山学院本科生毕业论文（设计）开题报告

姓名 学院 论文题目 题目来源 性别 专业 学号 年级 On Middle School Students' Writing Competence -from the Perspective of Communicative Language Teaching 从交际语言教学角度分析初中生写作能力 □教师推荐题目 ?自拟题目 指导教师 XX 题目类别 Purposes and the Significance of the Study Purposes of the Study English writing is not only one of the practical activities for learners to improve their English communicative competence but also an important part of contents and an essential link in the English teaching for middle school. With the development of English teaching reform, English writing teaching in middle school has attracted people’s great attention in recent years. Many scholars and English teachers have been making great efforts in the research of English writing teaching, and great achievements have been made and a lot of good teaching methods have been summarized and produced, and as a result, students’ writing ability has been improved. However, many former researches were still confined to the usage of words, sentences and grammar. Rarely could the factor of communication language teaching method be taken into consideration, let alone probe into English writing teaching in middle school. Accordingly, it is important to conduct a study on English writing of senior middle school students from the perspectives of communication language teaching, and this subject is worth discussing. On the other hand, English writing competence cultivation is one of the main tasks of new curriculum reform, but also one target of middle school English course. English curriculum standards require classroom teaching should focus on cultivating students’ comprehensive language competence after middle school English course reform, strengthen guidance to leaning strategies of students and lay a solid foundation for their lifelong learning. Communication language teaching method is a new angle for English course reform, and it also calculates students to write like language is a tool for using but for exam. The Significance of the Study The teaching of English writing from the perspectives of communication language teaching is one of the effective teaching methods, the purpose of which is to improve students’ English writing from a new angle. It is different from the previous traditional teaching approaches and it is also a great need for the middle school students, especially for the senior ones. As for English teachers in middle school, they should scientifically adopt the relevant theories to guide their teaching if they want to keep abreast of English teaching reform nowadays. Meanwhile, it is necessary for middle school students to start to learn some learning theories. The theories of English writing teaching and learning include the theories of intercultural communication, textual linguistics, cohesion and so forth. Many facts have proved that middle school students are eager to have learning theories because theories can make them clever in learning. Literature Review Overseas Studies Communication language teaching was born in 1970s. At that time, the European Economic Community was established, language barrier was an obstacle between people’s communication, so people desired a new forging language teaching method to beak this obstacle. Robinson (1984) said that, “communication language teaching especially focuses on and emphasizes learning purpose and language application. Its focus is not language knowledge. Language application is serving for communication purpose, that is the essence of communication language teaching”. Writing is an extremely complex cognitive activity in which the writer is required to demonstrate control of a number of varieties simultaneously. At the sentences level, these include control of content, format, sentence structure, vocabulary, punctuation, spelling and letter formation. Beyond the sentence, the writer must be able to structure and integrate information into coherent paragraphs and texts. This complex process has been studied from different perspectives. Since Halliday (1985) marked a beginning of a new era when grammar is closely related to its function, stating three exclusive categories of meaning expressed by grammar: experiment meaning, interpersonal meaning and textual meaning, researchers and language teachers have endeavored to locate connections between functional grammar and language teaching. In other words, they have been exploring ways of applying functional grammar into the field of language teaching. Len Underworth (1999) analyzed the language characteristics of scientific writing such as science and history texts in the perspective of functional grammar. He spotted the densely packed information clause structured. The author intends to ease the anxiety of English grammar and reduce the difficulty for readers when they deal with scientific writing. This article is in alignment with the current endeavors to prepare teachers in Australia in addressing the interconnections of learning in content areas and learning to control the grammatical forms that construct and communicate knowledge in the content areas. John Collerson (1995) links features of context (tenor, field and mode) to major functions of language. By using meta-language Collerson tries recasting the clause, the essential element of language, into different ways and explains how the different ways can be conveyed in language. The aim of the book is to enhance the instruction of functional grammar by primary school teachers who in turn supply scaffolding in teaching. Other researchers give prominence of functional grammar in the field of writing. Mary Schleppegrell (1988) in her article presents as functional grammatical analysis of a description of 128 students. She perceives the register elements of the works, identifying those relational verbs; expanded noun phrases, verbs tense and thematic choices are grammatical feature of a description that the students employ unconsciously. She concludes that functional analysis can provide teachers with information about the grammatical resources that enable students to construct more effectively the genres expected in academic contexts. Icy Lee (2002), on the other hand, through giving functional grammar instruction and questionnaire and inquiry, probes how the cohesion of the students’ argumentative and narrative writing has been improved. Lee also discovers awareness rising about cohesion in the students’ writing and their response to the questionnaires. However, there is less concern of the overall performance of writing. Domestic Studies Since the introduction of communication language teaching to China, it has been developed in China for more than 20 years. Research of communication language teaching in China can be divided into 3 phases: (1) from the end of 1970s to the mid of 1980s; (2) the mid and late of 1980s; (3) from 1990s to now. The first stage is the introduction stage of communication language teaching to China, scholars just learn what this teaching method is. The second stage is acceptance and application of communication language teaching. However the third stage, the size of research and level becomes more big and rational, scholars begin to pay attention on combining of communication language teaching method to the actual foreign language teaching in China, and also begin to evaluate if this teaching method is feasible in our country. Jia Delin (1989) thought that, “let students to learn how to use language” is the core of communication language teaching. Students learn a foreign language is for using but for exam, so as writing competence. Wang Limin (2006) proposed that, due to influence caused by different history,society and culture background, there is obvious diversity in thinking mode of east and west world. This kind of diversity also takes difficulties to English writing. Chinese students are inevitably influenced by self thinking mode, even they are proficient in grammar, they still write “Chinglish” in writing. As a conclusion, if Chinese students can learn English well, they should firstly thinking mode of people in English-spoken country. In Schools of Linguistics written by Liu Runqing, task-based teaching method is from communicative language teaching, it was a learning by doing method developed from 1980s. Same as communicative language teaching, task-based teaching always put cultivation of students communication ability at the first place, so it is very significant for writing competence cultivation.