CAJ | 학술논문

目的：探索提高学生英语写作水平的自主写作教学形式与效果。方法通过前测确定实验对象，把对象分为对照班（44人）、实验一班（47人）和实验二班（48人）。对照班学生不进行英语日记写作，两个实验班学生进行为期12周英语日记自主写作，实验一班还进行教师讲评、学生互评和优秀日记展示。实验结束时进行后测，并对实验班进行问卷调查。用SPSS 16.0统计数据，对各班前、后测成绩进行t检验，对各班后测成绩进行方差分析。结果对照班、实验一班和实验二班的前后测成绩t检验结果分别为：t=1.59，P=0.12；t=13.42，P=0.00；t=11.68，P=0.00。各班后测成绩的方差分析结果为：F=48.87，P=0.00。用SNK法两两比较，实验一班与对照班相比，t=9.12，P=0.00；实验二班与对照班相比，t=7.99，P=0.00；实验一班与实验二班相比，t=1.19，P=0.23。针对两个实验班学生的问卷调查结果显示，认为英语日记写作有助于提高英语书面表达流利性和准确性的人数占98.94%，85.11%认同英语日记写作是提高英语写作水平的一种有效途径，80.85%认为英语日记写作可促进新学词汇的运用与巩固，认为英语日记写作可提高写作兴趣和信心的各占50.00%和69.15%，70.21%认为展示优秀日记可营造写作氛围、激发写作动力。结论英语日记自主写作可显著提高学生英语写作水平，并增强学生写作兴趣和信心；但教师讲评、学生互评和优秀日记展示等措施对学生英语写作水平没有产生明显影响。
목적：탐색제고학생영어사작수평적자주사작교학형식여효과。방법통과전측학정실험대상，파대상분위대조반（44인）、실험일반（47인）화실험이반（48인）。대조반학생불진행영어일기사작，량개실험반학생진행위기12주영어일기자주사작，실험일반환진행교사강평、학생호평화우수일기전시。실험결속시진행후측，병대실험반진행문권조사。용SPSS 16.0통계수거，대각반전、후측성적진행t검험，대각반후측성적진행방차분석。결과대조반、실험일반화실험이반적전후측성적t검험결과분별위：t=1.59，P=0.12；t=13.42，P=0.00；t=11.68，P=0.00。각반후측성적적방차분석결과위：F=48.87，P=0.00。용SNK법량량비교，실험일반여대조반상비，t=9.12，P=0.00；실험이반여대조반상비，t=7.99，P=0.00；실험일반여실험이반상비，t=1.19，P=0.23。침대량개실험반학생적문권조사결과현시，인위영어일기사작유조우제고영어서면표체류리성화준학성적인수점98.94%，85.11%인동영어일기사작시제고영어사작수평적일충유효도경，80.85%인위영어일기사작가촉진신학사회적운용여공고，인위영어일기사작가제고사작흥취화신심적각점50.00%화69.15%，70.21%인위전시우수일기가영조사작분위、격발사작동력。결론영어일기자주사작가현저제고학생영어사작수평，병증강학생사작흥취화신심；단교사강평、학생호평화우수일기전시등조시대학생영어사작수평몰유산생명현영향。
Objective To explore the form and effect of an after-class autonomic model aiming at improving English writing competence. Methods Objects were chosen through pre-experimental test and were divided into three groups: control class(n=44),experimental class one (n=47)and ex-perimental class two(n=48). Objects from the control class did not keep journals while those from the two experimental classes kept journals for twelve weeks. Teacher comments,student's mutual com-ments and exhibitions of excellent journals were conducted in experimental class one. All the objects took a post-experimental test at the end of the experiment and a survey was conducted among the ob-jects from the two experimental classes. SPSS16.0 was used for data-processing. T-tests were adopted to compare the pre-experimental and the post-experimental test scores of all classes(P<0.05 indicates significant difference). Variance analyses were conducted to compare the post-experimental tests (P<0.05 indicates significant difference). Results The T-test results of the control class,experimental class one and experimental class two were respectively as follows:t=1.59,P=0.12;t=13.42,P =0.00;t=11.68,P=0.00. The results of the variance analyses were:F=48.87, P=0.00. The T-value of the SNK comparison between experimental class one and the control class was 9.12(P=0.00),that between ex-perimental class two and the control class was 7.99 (P=0.00) while that between experimental class one and experimental class two was 1.19(P=0.23). Results of the survey:98.94%of the objects agreed that keeping English journals could help to improve the fluency and accuracy of English writing;85.11%regarded keeping English journals as an effective way to improve English writing competence;80.85% believed than keeping English journals could help to put the newly-learnt vocabulary to use. 50% of the objects deemed that keeping English journals could improve writing interest and 69.15%thought that it could enhance writing confidence. 70.21% believed that exhibiting excellent journals could create good writing atmosphere and inspire writing motivation. Conclusions Keeping English journals could improve English writing competence significantly through after-class autonomic writing, and it can improve writing interest and confidence. However,the impacts of teacher comments,stu-dent's mutual comments and the exhibition of excellent journals on writing competence are not signifi-cant.