利用作文语料库助力英语写作教学(2)

　　2.教师评价。在学生评价的基础上，教师对学生作文进行二次评价以了解学情。教师批阅作文时，要善于发现学生习作中的美词佳句，并用不同符号标识，如美词旁打上“☆”，佳句下划上波浪线或使用文字，如Super！/ Excellent！/ Perfect！/Wonderful！/ Fantastic！/ Marvelous！）等（陈凤梅，2011；王青，2007）。为便于操作，笔者将学生作文中的错误用不同符号进行标识。如，用词不当用W（Word）；搭配不当用P（Phrase）；句型误用用S（Sentence）；语法错误用G（Grammar）；时态错误用T（Tense）；审题不清用R（Reread）；谋篇布局不合理用A（Arrangement）；等等。 

　　3.作文讲评。作文评判对提高学生的写作能力具有非常重要的作用，评卷人员（教师）的点评往往可以为学生指明努力的方向，但在平时教学中评卷人员难以对每篇作文都给出详细的分析。因此，在全班进行讲解式评判非常必要（刘庆思，2009）。作文讲评材料来自于论文范文学生写作过程中的真实语料，是作文语料库的重要部分。教师要根据作文批阅情况，及时更新讲评素材，使得语料库中的素材更加丰富和具有时效性。作文讲评包括以下几个部分。

　　（1）列举典型错误 

　　A.词性误用。如Boys tend to have behaviour problems such as lying，thefting and so on. （theft为名词，不应加ing） 

　　B.粘连句。如 11.6% students are trapped in emotional problems，among them girls have the higher rate.（改为among whom） 

　　C.句子结构不完整。如For one thing，too many punishments and interference，they can’t live in harmony with their parents.（too many punishments and interference不能单独组成句子） 

　　D.主谓不一致。如 For another thing， students who suffers from study can’t get along well with others. （suffers改为suffer） 

　　E.中式表达。如One is mood problem， such as rather anxiety， lacking confidence and so on.（“极度焦虑”应为extreme anxiety） 

　　F.结构单调。如For another thing， students are put more pressure on study. It results in many difficuties in friendship.（改为...，which...） 

　　G. 盲目使用复杂结构，造成句子冗长。如For another thing， giant as the pressure is，which comes from study， that students have difficulty getting well with others.（改为...from study is，...） 

　　（2）点赞亮点句型 

　　如： ①As a famous saying goes， all work and no play makes Jack a dull boy.②Male students cover 16.2% while the percentage of female students is 11.4%. ③From the survey， we find that 16.2% of the boys suffer from mental problems while girls account for 11.4%.④In additon， they can turn to friends for help when confused with mental problems.⑤They are not supposed to give students too much punishement and interference in the name of love.等等。 

　　（3）对照参考范文（略） 

　　（4）教师对范文的二次加工 

　　在平时的教学过程中，笔者发现，由于种种原因，造成当前各类考试提供的范文水平良莠不齐。有时命题者为避免评卷人起评标准过高，编写的范文词汇过于简单，句子结构过于单一，不能体现学生当前阶段的学习水平，不具有示范性。因此，教师要对范文进行二次加工，将现阶段学生所学的高级词汇、复杂句式用到范文中去，以方便学生参考、借鉴。以下是笔者改写的范文。 

　　According to the survey，16.2 percent of the boys and 11.4 percent of the girls have psychological problems. 11.6 percent of them，a large percentage of whom are girls， suffer from emotional problems，such as feeling upset， lacking self-confidence and etc. 8.8 percent，most of whom are boys，have abnormal behaviors，such as lying，stealing and so on. 

　　There may be several possible reasons accounting for this phenomenon. For one thing，some parents can’t build a harmonious family. Some have tight control of their children and punish them too often. For another，many students are under heavy pressure from study and unable to get along well with people around. 

　　In my opinion， parents should give their children enough freedom and space and often communicate with them. Besides，schools are expected to establish campus counseling centers to offer timely help. Last but not the least，students had better keep optimistic and develop more hobbies. 

　　（5）展示学生优秀范文（略） 

　　（6）学生二次修改作文 

　　学生将作文题目、第一稿作文、第二稿作文、典型错误、亮点句型等整理成作文档案本，也是一个很好的个人写作素材库。 

　　四、 结语 

　　综上所述，运用语料库开展高中英语作文教学是一个长期的系统工程。教师要不断优化操作流程，更新写作语料，将阶段教学要求体现到作文教学中去，真正让学生会写、乐写，教师会教、乐教。 

　　【参考文献】 

　　[1]James R. Nattinger，Jeanette S. DeCarrico. Lexical Phrases and Language Teaching[M].Oxford：Oxford University Press，1992（3）. 

　　[2]陈凤梅.利用作文讲评提高学生的英语写作能力[J].中小学外语教学：中学篇，2011（9）. 

　　[3]刘庆思. 关于中学生英语作文评判方法的思考[J].中小学外语教学：中学篇，2009（3）. 

　　[4]缪四平. “支架”理论在初中英语课文记忆中的运用[J].中小学英语教学与研究，2013（5）. 

　　[5]杨励吾. 高中生英语作文语病分析与训练策略[J].基础教育外语教学研究，2008（12）.