英汉思维差异对英语作文中句子写作的影响

思维与语言有着非常密切的联系。由于历史、地理、文化等因素的影响,英语民族和汉语民族的思维方式有着很大的不同。由于缺乏对此点的认识,很多学生在英语写作中明显受汉语思维负迁移的影响,在遣词造句,某篇布局方面都不符合目的语的要求。该文从表情达意最基本的单位-句子入手来分析英汉思维差异在写作中的影响,并提出在教学中应注意的事项。

Genre Effect on L2 Syntactic Complexity and Holistic Rating for Writing Quality of Intermediate EFL Learners

This exploratory study examines whether genre has an impact on syntactic complexity and holistic rating in EFL writing. Over 300 sample texts produced by intermediate learners were collected from a test and some regular after-class assignments for English writing courses. Each participant completed two writing tasks, one argumentative and the other narrative. Results show that genre type has a significant impact on L2 syntactic complexity. Genre effect is found stronger with timed writing tasks. L2 holistic ratings show correlation with syntactic complexity on the different measure(s) depending on genre type and planning conditions. Regression analyses reveal that for timed writing tasks, clausal density(clauses per sentence) is a reliable predictor for holistic assessment on intermediate EFL learners’ writing quality. It is found to account for 6% of the score variance for timed writing and 10% for timed argumentative writing. Genre is evidenced to be related to EFL writing holistic ratings. Closer examination indicates that while syntactic complexity is predictive of holistic writing scores for argumentative writing, it does not correlate with holistic scores for narrative writing. Other linguistic features rather than syntactic complexity may be accountable. Overall, the study lends support to genre effect in the relationship between syntactic complexity and L2 writing quality holistic rating.

有效实施小学英语写作教学的实践探索

小学英语写作教学有助于学生了解英语思维的方式、形成用英语思维的习惯和提高综合语言运用能力。教师可通过开展阅读、积累、造句、仿写、创作等多形式的活动，增强学生的英语语感，增加其写作储备，丰富其写作语句，激发其写作兴趣，提升其写作能力。