写作模板对非英语专业学生学术英语写作实践的影响研究

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摘 要

学术英语写作是近来在大学英语转型时期的一个重要课程设计理念。学术英语写作能力和非英语专业学生今后参与国际事务、发表自己的研究成果息息相关，因此非英语专业学生们对英语学术写作的需求日益迫切。

然而，非英语专业学生受到了多种因素影响，导致他们的英语学术写作能力并不尽人意。国内学者周家铭(2012)通过调查发现，大班授课、英语课时有限还有教学方法陈旧都是导致非英语专业学生写作能力存在问题的重要因素。通过以上研究我们得知，要想提高非英语专业大学生学术写作能力，大学英语教师需要克服以上因素的影响，探索出新的英语写作教学之路。

写作模板意为教学中作为写作的框架，也常常用来指范文。国外学者Mira M. Alameddine和Hanadi S. Mirza(2016)通过研究发现写作模板确实有助于提升十年级英语学习者的英语学术写作能力。

背诵写作模板的影响有好也有坏。有些人担心背诵写作模板会导致学生形成惯性思维，写的作文内容缺乏思想深度。但是，也有人认为背诵写作模板能够节省时间和精力，还可以帮助他们减少写作中出现的语法错误。

本研究旨在调查写作模板对于非英语专业学生的英语学术写作实践的影响。通过对非英语专业学生大学英语学术写作模板的问卷调查，客观地总结出当前非英语专业学生在英语学术写作方面的现状与模板作为辅助工具作框架写作的正反面影响。最后本研究针对模板对于学术写作的影响及其在教学中的作用进行客观分析并提出建议。

关键词：学术英语写作；写作模板；惯性思维

Table of Contents

Acknowledgements................................................................................................................................i

English Abstract...................................................................................................................................ii

Chinese Abstract..................................................................................................................................iv

Table of Contents..................................................................................................................................1

List of Tables.........................................................................................................................................2

List of Figures.......................................................................................................................................2

Chapter One Introduction...................................................................................................................3

1.1 The significance and purpose of the study...............................................................................3

1.2 Framework...............................................................................................................................3

Chapter Two Related Literature Research........................................................................................5

Chapter Three Research Design.........................................................................................................7

3.1 Research questions...................................................................................................................7

3.2 Questionnaire design................................................................................................................7

3.3 Participants...............................................................................................................................7

3.4 Questionnaire collection...........................................................................................................8

Chapter Four Results and Discussions...............................................................................................9

4.1 Data analysis............................................................................................................................9

4.2 Results....................................................................................................................................15

4.3 Discussion..............................................................................................................................15

Chapter Five Conclusion...................................................................................................................18

5.1 Major Findings and Implications...........................................................................................18

5.1.1 Major Findings............................................................................................................18

5.1.2 Recommendations.......................................................................................................18

5.2 Research limitations and suggestions for further research.....................................................19

5.2.1 Research limitations....................................................................................................19

5.2.2 Suggestions for further research..................................................................................19

References...........................................................................................................................................20

Appendix Questionnaire....................................................................................................................22

List of Tables

Table 1: Grade levels of participants......................................................................................................7

Table 2: Writing proficiency...................................................................................................................9

Table 3: Ability of writing......................................................................................................................9

Table 4: Reciting the template before the writing test..........................................................................10

Table 5: Proportion of templates used..................................................................................................10

Table 6: Write good composition by reciting template only.................................................................11

Table 7: Practice writing after reciting the templates...........................................................................11

Table 8: Writing template is helpful to improve writing ability...........................................................12

Table 9: Willingness to recite writing template....................................................................................14

Table 10: Willingness to recite writing template and practice it .........................................................14

List of Figures

Figure 1: Advantages of Templates......................................................................................................12

Figure 2: Disadvantages of Templates.................................................................................................13

Chapter One Introduction

Academic English could be defined as a language through which subjects are taught and assessed. It is the language used in school settings aiming at helping students acquire knowledge. And the ability of English academic writing is an important reflection of students’ language ability. So to speak, English academic writing ability plays an important role in the process of student’s comprehensive English ability (Qin, 2009).

Nowadays, more and more students need to publish their research works through academic English writing. Their demand for English academic writing ability is increasing day by day. Therefore, teachers in university need to help their students get familiar with various English academic writing styles. For example, there are tentative writing, formal writing, informal writing and objective writing. Students must have a good knowledge of grammar, vocabulary and others to finish this kind of advanced writing.

In this study, non-English majors are surveyed by questionnaires about academic English writing templates, and the results of the questionnaires are analyzed and studied. Most students believe that writing templates are helpful to accomplish writing tasks. They think that the influence of writing templates on academic writing practice of non-English majors is positive.

1.1 The significance and purpose of the study

The significance of this study is that if we can determine writing template has a positive impact on non-English majors' academic English writing, we should consider appropriately using template to participate in teaching to improve our current situation of English academic writing teaching.

The purpose of this study is that we can understand the current situation of non-English majors in English academic writing, and the influence of template as a supplementary tool on non-English majors in English academic writing through this online questionnaire research.

1.2 Framework

This thesis consists of five chapters.

Chapter One mentions that the background of this study, and illustrates the significance and purpose of the paper.

In Chapter Two, this paper introduces some related literature research which are collected. Reviewing the past relevant studies, the study focuses on the uniqueness.

Chapter Three accounts or the designed research and analyze the result of questionnaire collection. Details of this investigation and study are described in detail.

Chapter Four presents the conclusion of this study. The last section sums up the findings and puts forward some suggestions and the corresponding countermeasures.

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