开放教育环境下英语专业学生二语写作障碍研究

An Empirical Research on Second Language Writing Disabilities to English Majors Receiving Open Education

ニ语写作既是第二外语教与学中的难点，也是ニ语习得研究领域的热点。国内学者对ニ语写作障碍的研究主要围绕普通高校英语专业或非英语专业学生展开，且多以个人经验总结等非材料性研究方法为主，而专门以开放教育环境下英语专业学生为研究对象展开ニ语写作障碍的实证研究较少。本文采用问卷调查的方法调查接受开放教育的英语专业本、专科大学生在ニ语写作过程中遇到的具体、典型的写作困难或写作障碍，以及本专科学生的ニ语写作障碍有何异同，并用EXCEL和SPSS统计软件对收集的数据进行分析比較。结果发现:1)词汇是这一群体进行ニ语写作的最大障碍，突出表现是词汇量不足;词汇限制了作文内容的表达，随 着学习的深入，词汇不足严重束缚语义表达，成为该群体和普通高校英语专业大学生ニ语写作水平提高的共同瓶颈;2)接受开放教育的英语专业本科生认为：在ニ语写作中，语义障碍大于语篇障碍，而专科生则认为语篇障碍大于语义障碍;3)已修写作课的研究对象，其ニ语写作语篇障碍和句法障碍明显小于未修写作课的研究对象。

Second language writing has always been both the difficult point in English teaching and a hot issue in the field of second language acquisition. The studies of English writing disabilities are mainly done among English or non -English majors in regular institutions of higher education. These studies primarily use anecdotal methods such as summaries of personal experiences. There is still a lack of empirical researches on second language writing disabilities among English majors receiving open education. Using self-reported surveys， this paper explores the specific and typical English writing disabilities unique to English majors receiving open education， and the similarities and differences in second language writing disabilities between undergraduates and junior college students receiving open education. Data are analyzed using EXCEl and SPSS. F indings are as follows ：丄)Vocabulary is the biggest barrier to good writing performances for this special group of learners. Small and limited vocabulary is its most typical manifestation. Vocabulary ability hinders content expression. With the deepening of knowledge， small vocabulary seriously restricts expression， becoming the common problem in improving English writing competence for both our subjects and English majors under regular higher education system. 2 ) Undergraduates face more semantic difficulties than contextual difficulties in English writing while it is the opposite case for junior college students. 3) In second language writing， the subjects who have taken a writing course meet fewer difficulties in content and context than those who have not.