在外語教學中,聽、說、讀、寫是密不可分的四個環節。聽與讀是對外部信息進行輸入理解的過程,而在說與寫之中,則是一個信息輸出的過程。英語寫作是一種創作性的學習過程。啟動知識信息儲存,構思立意,謀篇布局,遣詞造句,對語言表達的正確性和準確性,思維的邏輯性和文章的條理性都比口語要求更高。然而現狀卻不容樂觀,學生對寫作充滿畏難情緒,拼寫語法錯誤不勝枚舉,使人難以流暢地閱讀。那么如何在英語教學中提高學生的寫作水平呢?
一、從錯誤中學習寫正確的句子
要想寫出簡單而正確的句子,就必須從錯誤入手。因此,筆者整理了一些學生作文中常出現的錯誤,并把它們分類如下:
1.句子缺謂語。如,(1)The building like a match box.(2)He told me that all my classmates sitting in the classroom.
2.主謂不一致,尤其是單數第三人稱作主語時,謂語的單復數形式出現錯誤。如,(1)A worker of the farm lead us to the field.(2)All the students like books that was written by Lu Xun.
3.時態錯誤。如,(1)When he came back,he found that his wife has gone to bed.(2)What are you doing this time yesterday?
4.詞性混用。如,(1)She enjoys study English.(2)My roommate doesn''t afraid of dogs.
5.介詞誤用。如,(1)Please wait me at the school gate.(2)I finished the work on time under the help of him.
6.冠詞誤用。如,(1)We elected Li Hua the monitor of the Class Five.(2)Once upon a time, there was an one-eyed lion.
7.名詞的數。如,(1)It is rare to see such a nice weather in Beijing.(2)The leader gave us some advices.
8.動詞用法錯誤。如,(1)Where are you come from?(2)When I arrived Hong Kong, my mother was there waiting for me.
9.句型方面:中國式英語。如,(1)I study English no well.
(2)If you are convenient, please help me with it.
10.There be結構。如,(1)There were hundreds of students couldn’t go to school because they were poor.(2)In fact,there are more and more families have their own cars.
讓學生以改錯的方式把這些錯誤的句子改正過來,從而避免犯類似的錯誤,這樣就會使學生學會如何寫正確的句子。
二、用較高級的句型使文章更具文采
新大綱提出:只有達到足夠的輸入量,才能保證學生具有較好的輸出能力。背誦一些短文寫作中使用率最高,覆蓋面最廣的基本句式,使學生做到能夠熟練正確地仿寫或套用,這樣就會使文章更出采。
1.Nothing is + 形容詞比較級 + than to + V.(沒有比……更……)
2.cannot emphasize the importance of...too much.(再怎么強調……重要性也不為過)
3.There is no denying the fact+ that從句(不可否認的……)
4.It is universally acknowledged + that從句(眾所周知……)
5.leave much to be desired (還有很多缺點或不足之處;令人不滿意)
6.There is no doubt + that從句(毫無疑問的……)
7.The reason why+句子is+ that從句(……的原因是……)
8.It is obvious /apparent+ that 從句(顯而易見)
三、運用多種句式結構使文章表達更具多樣性
句式就是句子的結構方式。不同的思想內容要用不同的句式來表達,而同一思想內容也可以用不同的句式來表達。句式不同,表達效果也不同。只有句式多樣化,文章才會生動有趣,充滿活力。但是,在實際寫作中,學生的往往文章都是千篇一律的簡單句,單調乏味,毫無生氣。恰當地使用某些方法或手段有助于表達形式的多樣化,增強表達效果。同義句轉化是筆者常用的方法。如:
1.When he arrived, he gave me an e-mail immediately.(使用V-ing形式)
When arriving/On his arrival, he gave me an e-mail immediately.
2.To his surprise, the little girl knows so many things.(使用名詞性從句)
What surprises him is that the little girl knows so many things.
3. People suggest that the conference be put off.(改被動語態)
It is suggested that the conference be put off.
4.He did not know what had happened until he had read the news in the newspaper.(使用強調句型)
It was not until he had read the news in the newspaper that he knew what had happened.
英語的句式是多種多樣的,只要從要表達的內容出發合理選用,文章的句式就會富于變化。同時,在學習寫作的過程中,學生應不斷練習構造各種句式,以提高語言表達能力。
四、巧用連接詞可以使文章意思更連貫
有的學生在作文中過多使用簡單句;有的寫復雜句時,動輒用so,and,then,but,or等詞,非但達不到豐富表達方式的目的,反而使句子結構松散、呆板。為了避免這種現象,可以使用連接詞,尤其是一些表示從屬關系的連接詞,如 who,which,that,because,since,although,after,as,before,when等,不僅能豐富句型,而且還能把思想表達得更清楚,使意義更連貫。
總之,提高學生英語寫作能力應從基本功抓起,加強詞匯和詞組的積累,增加各種類型句子的運用。同時,把握好各種句型和詞匯的搭配,排除漢語思維的干擾,這樣就會寫出好的文章。