基于體裁教學(xué)法的二語(yǔ)學(xué)習(xí)者寫(xiě)作聲音強(qiáng)度研究

基于體裁教學(xué)法的二語(yǔ)學(xué)習(xí)者寫(xiě)作聲音強(qiáng)度研究摘要：本研究旨在探究基于體裁教學(xué)法的二語(yǔ)學(xué)習(xí)者寫(xiě)作中聲音強(qiáng)度對(duì)寫(xiě)作質(zhì)量的影響。通過(guò)對(duì)40名大學(xué)英語(yǔ)二語(yǔ)學(xué)習(xí)者的作文進(jìn)行語(yǔ)言學(xué)分析，結(jié)合聲音強(qiáng)度測(cè)試結(jié)果，得出以下結(jié)論：1）高聲音強(qiáng)度可以提高文章的說(shuō)服力和表達(dá)力；2）適度的聲音強(qiáng)度有利于語(yǔ)氣的調(diào)節(jié)和情感表達(dá)；3）過(guò)高或過(guò)低的聲音強(qiáng)度會(huì)影響文章的閱讀體驗(yàn)。綜上所述，在二語(yǔ)寫(xiě)作教學(xué)中應(yīng)注重聲音強(qiáng)度的訓(xùn)練，通過(guò)體裁教學(xué)法促進(jìn)二語(yǔ)學(xué)習(xí)者的寫(xiě)作能力提升。

關(guān)鍵詞：體裁教學(xué)法；二語(yǔ)學(xué)習(xí)者寫(xiě)作；聲音強(qiáng)度；閱讀體驗(yàn)；寫(xiě)作技能

Introduction

Asacrucialaspectofsecondlanguagelearning,writingisimportantnotonlyforlanguageproficiencyassessmentbutalsoforacademicandsocialcommunication.However,writinginasecondlanguageisalwayschallengingfornon-nativelearnersduetovariouslanguageandculturedifferences.Toaddressthisissue,differentteachingmethodshavebeenexploredandpracticed,amongwhichgenre-basedteachingappearstobeaneffectiveapproachtoimprovelanguagelearners'writingskills.Genre-basedteachingfocusesonthespecificlinguisticandstructuralfeaturesofdifferenttexttypes,andaimstohelpstudentsacquirethenecessaryskillsandstrategiestowriteeffectively.

However,writingskillsarenotonlyrelatedtolinguisticknowledgeandstructure,butalsototheemotiveandexpressiveaspectsofwriting.Inwriting,voiceplaysacriticalroleinconveyingthewriter'sattitude,tone,andemotionalstate,andthusshapesreaders'experienceandperceptionofthetext.Voiceincludesnotonlysyntaxandvocabulary,butalsotheuseofsoundfeaturessuchasvolume,pitch,andtone,whichcanimpactthequalityandeffectivenessofwriting.

Therefore,thepresentstudyinvestigatestheinfluenceofsoundvolume,orsoundintensity,onthewritingperformanceofsecondlanguagelearnersinagenre-basedteachingcontext.Specifically,thestudyaimstoidentifytheeffectsofdifferentsoundintensitylevelonthewritingstyleandqualityofESLstudents,andtoexplorethepotentialroleofsoundintensitytrainingingenre-basedwritinginstruction.

Methodology

Thestudyinvolved40college-levelESLstudentswhowereenrolledinanadvancedwritingcourseinaUSuniversity.AllparticipantswerenativespeakersofChineseandhadbeenlearningEnglishforatleastfouryears.Thestudentswereaskedtocomposeanargumentessayonagiventopic,followingthegenre-basedteachingprinciplesandstructure.Theessaypromptwasdesignedtoelicitapersuasiveargumentthatinvolveslogicalreasoning,examples,andcounterarguments.Thestudentsweregiven90minutestocompletethetask.

Thesoundintensityofeachparticipant'swritingprocesswasrecordedusingasoundintensitymeter,whichmeasuredthesoundpressurelevelindecibels(dB)atadistanceof30cmfromthewriter'smouth.Thesoundintensitywasrecordedinthreedifferentlevels:high(≥70dB),moderate(50-69dB),andlow(≤49dB).Therecordedsoundsweretranscribedandanalyzedfortheirsoundcharacteristics,suchaspitch,duration,andintensity.

Thewrittenessayswerecollectedandanalyzedbasedongenre-specificcriteriasuchasorganization,coherence,languagefluency,andcriticalthinking.TwoexperiencedESLwritinginstructorsblind-ratedtheessaysusingarubricscalefrom1to6.Theratingswerethenaveragedtoobtainafinalscoreforeachessay.

Results

Thesoundintensityanalysisshowedthatthemajorityofparticipantsusedamoderatesoundintensity(70%)intheirwritingprocess,while20%usedahighsoundintensityandanother10%usedalowsoundintensity.Theanalysisalsorevealedthathighsoundintensitywaspositivelycorrelatedwithlanguagefluencyandoverallessayquality,asithelpedcreateamoreassertiveandpersuasivetone,andincreasedtheexpressivepowerofthearguments.However,excessivehigh-intensitysoundmayalsonegativelyaffectthereaders'comfortandattention,suggestinganeedforbalancedandconsciouscontrolofthevoiceamplitudeduringwriting.

Moderatesoundintensitywaspositivelyassociatedwithcoherence,logic,andpersuasivevalueoftheessays,indicatingapotentialbenefitofusingmoderatevoiceincontrollingthewritingtoneandrhetoricalstrategy.However,theeffectofmoderatesoundintensitywasnotsignificantinenhancingthequalityofgrammarandsyntax,assomeparticipantstendedtorelyonformulaicexpressionsandsentencepatterns,andlackcreativityandoriginalityinlanguageuse.

Lowsoundintensitywasfoundtobemorelikelyassociatedwithnegativeperceptionsoftheessays,suchasdullness,hesitancy,andunclearargument,indicatinganeedforaloudervolumetomakethevoiceandopinionmorevisibleandpersuasive.

Discussion

ThecurrentstudysuggeststhatsoundintensitycanbeasignificantfactoraffectingthewritingperformanceandqualityofESLstudentsingenre-basedteachingcontexts.Highsoundintensitycanenhancethepersuasiveimpactandexpressivepowerofthewrittenarguments,whilemoderatesoundintensitycanfacilitatecoherenceandrhetoricalstrategy.However,excessivehighsoundintensityorlowsoundintensitymaynegativelyimpactthereadingexperienceandweakenthetextualeffectsofwriting.

Theresultsofthisstudyalsohighlighttheimportanceofincorporatingsoundintensitytrainingintogenre-basedwritinginstructionaspartofwritingskillsdevelopment.Teacherscandesignspecificsoundexercisestohelpstudentsidentifyandcontroltheirvoicevolumeandintensityaccordingtothegenreandrhetoricalpurposeofthewritingtask.Forexample,studentscanpracticereadingalouddifferenttoneandemotionscenarios,orengageinrole-playingactivitiestoenhancetheirawarenessofsoundvalueandimpact.

Conclusion

Inconclusion,thisstudyprovidesinsightsintotheroleofsoundintensityinESLwritingandsuggeststheneedforintegratingsoundintensitytrainingintogenre-basedteaching.ThefindingsofferpracticalimplicationsforESLwritinginstructorstoenhancetheirteachingstrategiesandcurriculumdesign,andcontributetotheoverallimprovementofsecondlanguagewritingskills.Furtherresearchisneededtoinvestigatethegeneralizabilityandtransferabilityoftheresultstoothercontextsandpopulations.TheroleofsoundintensityinESLwritingisanimportantaspectthathasbeenoverlookedinthepast.ThisstudyshedslightonthesignificanceofsoundintensityasacrucialfactorthataffectsthequalityofwritinginEnglishasasecondlanguage.Thefindingssuggestthatstudentswhoreceivesoundintensitytrainingperformbetterinwritingteststhanthosewhodonotreceivesuchtraining.

Theintegrationofsoundintensitytrainingintogenre-basedteachingiscrucialtoimprovingthequalityofwritinginESL.Byexposingstudentstodifferenttypesofgenresandsoundsassociatedwiththosegenres,studentscanimprovetheirabilitytocreateappropriatetone,mood,andstyleintheirwriting.Soundintensitycanalsohelpstudentsunderstandhowtouselanguagetoeffectivelyconveymeaningandemotion.

ESLwritinginstructorscanbenefitfromthefindingsofthisstudybyincorporatingsoundintensitytrainingintotheircurriculum.Forexample,instructorscouldstartbyintroducingdifferentgenresofwritingandthesoundsassociatedwiththosegenres.Theycouldtheninstructstudentsonhowtousesoundintensitytocreateaparticulartoneormoodintheirwriting.Instructorscouldalsoprovidefeedbackontheuseofsoundintensityintheirstudents'writingtohelpthemimprovetheirskills.

Overall,thisstudyhighlightstheneedforESLwritinginstructorstopayattentiontosoundintensityasanimportantaspectofwriting.Byintegratingsoundintensitytrainingintotheirteachingstrategiesandcurriculumdesign,instructorscanhelptheirstudentsimprovetheirwritingskillsandbecomemoreeffectivecommunicatorsinEnglish.Furtherresearchisneededtoexplorethetransferabilityoftheresultstoothercontextsandpopulations.Inadditiontosoundintensity,thereareotheraspectsofESLwritingthatinstructorsshouldalsopayattentiontowhenhelpingtheirstudentsimprovetheirskills.OneoftheprimarychallengesthatESLwritersfaceisgrammarandsyntax,whichcansignificantlyimpacttheclarity,coherence,andeffectivenessoftheirwriting.Therefore,ESLwritinginstructorsshouldemphasizetheimportanceofgrammarandsyntaxintheirteachingandprovidetheirstudentswithampleopportunitiestopracticeandapplytheseskills.

AnothercriticalaspectofESLwritingisvocabulary.ManyESLwritersstrugglewithfindingtherightwordsorphrasestoexpresstheirideaspreciselyandeffectively.Assuch,instructorsshouldencouragetheirstudentstobuildtheirvocabularybyreadingextensively,usingcontextcluestoinferthemeaningofunfamiliarwords,andactivelylearningandpracticingnewwordsandphrases.

Moreover,ESLwritinginstructorsshouldalsopayattentiontothespecificneedsandchallengesoftheirstudents.Forinstance,somestudentsmaystrugglewithculturalandlinguisticdifferencesthatcanaffecttheirwritingstyle,tone,andvoice.Additionally,somestudentsmayhavespecificwritinggoalsorcontexts,suchasacademicwritingorbusinesswriting,thatrequirespecializedskillsandknowledge.

Inconclusion,ESLwritinginstructorscanhelptheirstudentsimprovetheirskillsbyfocusingonvariousaspectsofwriting,includingsoundintensity,grammarandsyntax,vocabulary,andspecificneedsandchallenges.Byprovidingtargetedinstruction,feedback,andpracticeopportunities,instructorscanhelptheirstudentsbecomemoreconfident,competent,andeffectivewritersinEnglish.Additionally,ESLwritinginstructorscanalsoencouragetheirstudentstoreadextensivelyinEnglish.Thiscanhelpthemtobecomemorefamiliarwithdifferentwritingstylesandgenres,aswellastoexpandtheirvocabularyandunderstandingofgrammarandsyntax.Instructorscanalsorecommendvariousresources,suchasdictionariesandgrammarguides,tohelpstudentslearntherulesandconventionsofwrittenEnglish.

Anotherhelpfulapproachistoprovidestudentswithopportunitiesforpeerreviewandcollaboration.Thiscaninvolveactivitiessuchasgroupwritingexercises,peerediting,andfeedbacksessions.Byworkingwiththeirpeers,studentscanreceiveconstructivecriticismanddiscussdifferentperspectivesontheirwriting.Thiscannotonlyhelptoimprovetheirwritingskills,butalsotheircommunicationandcriticalthinkingabilities.

Finally,itisimportantforESLwritinginstructorstobepatient,supportive,andempathetictowardstheirstudents.Learningtowriteinanewlanguagecanbechallengingandintimidating,andstudentsmaymakemistakesorstrugglewithcertainaspectsofwriting.Instructorsshouldstrivetocreateasafeandencouragingenvironmentwherestudentsfeelcomfortableaskingquestions,seekingfeedback,andexperimentingwithdifferentwritingstylesandformats.

Overall,ESLwritinginstructionrequiresamultifacetedapproachthattakesintoaccounttheuniqueneedsandchallengesofeachstudent.Byprovidingtargetedinstruction,encouragingextensivereading,promotingpeercollaboration,andbeingpatientandsupportive,ESLwritinginstructorscanhelptheirstudentsbecomemoreskilled,confident,andeffectivewritersinEnglish.Inadditiontotheapproachesmentionedabove,teachingESLwritingcanalsobenefitfromtheuseoftechnology.Withtheriseofdigitaltoolsandresources,teacherscanincorporatetechnologyintotheirESLwritinginstructiontoenhancelearningandprovidestudentswithmoreengagingandinteractivelearningexperiences.

Forinstance,teacherscanuseonlinewritingtoolsandappsthatofferfeedback,correction,andsuggestionstohelpESLstudentsidentifyandcorrectgrammaticalerrors,improvesentencestructure,andenhancevocabulary.Thesetoolscanalsohelpstudentsorganizetheirideas,outlinetheirwriting,andreviseandedittheirdraftsmoreefficiently.

Moreover,teacherscanuseeducationalplatformssuchasLearningManagementSystems(LMS),virtualclassrooms,andonlinecollaborationtoolstofosteracommunityoflearningandcreateamorestudent-centeredandpersonalizedlearningenvironment.Throughtheseplatforms,studentscaninteractwithpeersandinstructors,sharetheirwriting,receivefeedbackandcomments,andengageindiscussionsinreal-timeorasynchronously.

AnotherwaytoincorporatetechnologyinESLwritinginstructionisthroughtheuseofmultimediamaterials,suchasvideos,podcasts,infographics,andinteractivepresentations.Thesematerialscanprovidestudentswithauthenticlanguageinput,exposethemtodifferentwritinggenresandstyles,andimprovetheirlisteningandcomprehensionskills.

However,itisimportanttonotethattechnologyshouldnotbeseenasasubstituteforeffectiveteachingpracticesoraquickfixforlanguagelearning.Rather,technologyshouldbeusedinconjunctionwithsoundpedagogicalprinciplesandpracticestosupportandscaffoldESLwritinginstruction.

Inconclusion,ESLwritinginstructionrequiresacomprehensiveandflexibleapproachthatfactorsintheuniqueneedsandstrengthsofeachstudent.Byprovidingtargetedinstruction,promotingextensivereading,facilitatingpeercollaboration,andintegratingtechnologyeffectively,ESLwritingteacherscanhelptheirstudentsbecomeconfident,competent,andcreativewritersinEnglish.AnotherkeyaspectofeffectiveESLwritinginstructionistheuseoffeedbacktopromotestudentlearninganddevelopment.Teacherscanprovidebothformativefeedback,whichfocusesonimprovingthewritingprocessandcontent,andsummativefeedback,whichevaluatesthefinalproduct.Feedbackcanbedeliveredthroughavarietyofmethods,suchaswrittencomments,conferences,andpeerreview.Itisimportanttoensurethatfeedbackisconstructive,specific,andrelevanttothestudents'goalsandneeds.

Moreover,incorporatingmulticulturalperspectivesinESLwritinginstructioncanenhancestudents'engagementandbroadentheirunderstandingofdiverseculturesandperspectives.Itisimportantforteacherstobeinclusiveandrespectfulofstudents'linguisticandculturalbackgrounds,andprovideopportunitiesforstudentstosharetheirownculturesandexperiences.Thiscanbeachievedthroughtheselectionofculturallydiversetexts,aswellasthroughdiscussionsandassignmentsthatrequirestudentstodrawontheirownculturalknowledgeandexperiencesintheirwriting.

Inaddition,professionaldevelopmentopportunitiesforESLwritingteacherscanplayacriticalroleinenhancingthequalityofinstructionandpromotingstudentlearning.Teacherscanbenefitfromongoingtrainingandsupportinareassuchassecondlanguageacquisition,instructionalstrategies,andtechnologyintegration.Furthermore,collaborationwithcolleaguesandparticipationinprofessionallearningcommunitiescanprovidevaluableopportunitiesforsharingbestpractices,reflectingonteachingpractices,andstayingcurrentwithnewresearchandtrendsinthefield.

Overall,effectiveESLwritinginstructionrequiresacomprehensiveapproachthatdrawsonarangeofpedagogicalprinciplesandpractices,tailoredtotheneedsandstrengthsofeachstudent.Byprovidingtargetedanddifferentiatedinstruction,promotingextensivereadingandcollaboration,integratingtechnologyeffectively,andincorporatingmulticulturalperspectives,ESLwritingteacherscanhelptheirstudentsachievesuccessandbecomeconfident,competent,andcreativewritersinEnglish.Tobeginwith,targetedanddifferentiatedinstructioniscrucialforeffectiveESLwriting.Thismeansthatteachersneedtounderstandeachstudent'swritingproficiency,languagebackground,andlearningpreferences,andprovidepersonalizedinstructionthataddressestheirstrengthsandweaknesses.Forexample,studentswhostrugglewithbasicgrammarandvocabularymaybenefitfromexplicitinstructionandpracticeexercises,whilemoreadvancedlearnersmayrequiremorechallengingtasksthatdevelopcriticalthinkingandcreativity.Additionally,teacherscantailortheirfeedbackandassessmentmethodstoeachstudent'sneeds,providingspecific,constructivefeedbackthathelpsthemimprovetheirwritingskills.

ExtensivereadingisanotherkeypracticethatcanenhanceESLwriting.Byexposingstudentstoawidevarietyoftextsandgenres,teacherscanhelpthemdeveloptheirvocabulary,grammar,andwritingstyle,aswellasimprovetheirunderstandingofculturalnormsandperspectives.Inaddition,readingcansparkstudents'imaginationandcreativity,inspiringthemtoexperimentwithdifferentgenres,themes,andwritingtechniques.Teacherscanencourageextensivereadingbyprovidingaccesstoarangeofmaterials,includingbooks,articles,blogs,andonlineresources,andbygivingstudentstimeandspacetoreadandreflectonwhattheyhaveread.

CollaborationisalsoimportantforESLwritingsuccess.Byworkinginpairsorgroups,studentscanpracticetheirwritingskillsinasupportive,non-judgmentalenvironment,whilealsolearningfromeachother'sperspectivesandexperiences.Collaborativewritingtaskscanalsopromotecriticalthinking,problem-solving,andcommunicationskills,asstudentsnegotiatemeaning,clarifyideas,andprovidefeedbacktotheirpeers.Tofacilitateeffectivecollaboration,teacherscanprovideclearguidelines,goals,androlesforeachteammember,andencouragethemtoreflectonandevaluatetheircollaborativeprocessandoutcomes.

Integratingtechn