大学英语叙事作文

篇一：大学英语记叙文500字范文

A Long Way

Last semester, I worked in a restaurant at my spare time. At the beginning, it was extremely hard for me to learn the roles and remember the recipes. I had to stand there and smile. At the end of the day, I was so tired that I almost could do nothing.

After a few days of working, the head waiter told me that I could take charge as a chief. I knew if I worked hard, I would take charge of a room. It meant I can get more tip. I was glad to do that.

As new, it was not an easy thing to serve all customers well. Sometimes, I dished up wrongly. Or I forgot the customer's requirements. What is worse, I overturned the plates twice. However, I could not be defeated because of these difficulties.

One day, I was about to be off duty when three foreigners came here. Because other colleagues could not speak English well, I had to stay to serve them. It was my first time to talk with a foreigner. However, suddenly, my mind was blank even though I had memorized 3000 words. How can I talk to them? I began to speak slowly, but think fast.

"Excuse me, what can I do for you? " I said it word by word. At the same time, I showed them the menu.

"NO, we order ··· with some rice. " They said so quickly that I seldom couldn't know what they wanted.

"Pardon? " I asked with embarrassment.

"Oh, we want tomatoes and eggs. Look at this, 'xi hong shi chao ji dan', " He showed me a note with some Chinese characters.

I tried my best to calm down. His pronunciation was different, which is not similar to my past study. So the communication seemed to be a little difficult. It made my colleagues laugh.

"I got it. What else? " I tried my best to keep calm as I could. I had no reason to laugh at them because of my bad English.

"Water, please. " Then, a pot of tea was on the table.

The more terrible thing was that the rice was sold out. How can I explain this to them? We were closing the store for the night. It was normal. However, we had been alternative.

"Hum, there is no rice left. How about noodles? Like this and this. " I felt embarrassed extremely. I could not translate the name to them and just showed the picture in the menu to them.

Maybe they were hungry, or they had no choice. They agreed me.

They said something and laughed. I could hardly understand it. But it was not my

They were eating and I was to go back to hostel.

Before long, they finished their supper and said: "How much?"

So, I had to stay more minutes. I gave them the bill.

"It is too expensive." They yelled. I knew it was too expensive here. But I had no idea. I could do nothing for them, just smiled to them.

Finally, I gave them the bills and I got rid of the serve.

At the way to school, I saw them and we went the same way. They were students too.

They talked to me; I stumbled to respond to questions. How long the way was. I complained that why I couldn't remember any words. However, I began to talk to them and adapted to this atmosphere gradually. I restarted to pick up my confidence again. They praised me for my self-confidence. Oh, I just said it word by word. Even I did not know how I could talk with them for such a long time. I swore I must learn English well, especially spoken English. Never make it happen again.

It is memorable. Each for it was the first time makes a dent in my heart. Gaining self -confidence means half success. I believe myself and won't lose confidence any more.

篇二：大学英语记叙文

One Hundred and Six Pens

While I was reading, the telephone rang. “Hello, this is He Yu, When do you plan to see your students with me?” The other side of the phone asked. “Well, let us make it at Friday if it’s ok for you!” “Ok, see you that day.”

Having hanged up the phone, I began to recall my days of five months’ internship. Two years ago, I took the position of the grade four practice English teacher in The Quan Nan Third Primary School. The moment I left, I promised to the dejectedly crying students to come back to see them. Now the day came.

What should I bring to them? I considered this question r with a pen twirled around my fingers. Pen? A scene rose before my eyes that those children hold already-short pencils scratching on their papers . Pens were exactly what they needed. It was the best choice. So I went to a shop to choose 106 pens for my 106 students.

I began the trip with a heavy bag of pens. Upon my arrival at school, dozens of students swarmed forward and I was soon crowded around by the bouncing boys and girls. “Miss Xiao, you finally come, we have been looking forward to your coming all the time!” said Li Yan, a well-performed girl.

“Nice to meet you again!” I greeted to them. “Nice to meet you, too!” A voice came from the corner of the class. It was Miao Chen, a boy whose uncontrollable behaviors had always driven me crazy. I was surprised at his reaction for my appearance. “Oh, your English is much better than before!” “He has been learning to learn English since you left!” A boy called out. “He once said he missed you!” Another boy shouted. The crowded exploded with laughter. Miao Chen turned aside to hide his blushes. I came to him and put my hand on his shoulder, “I

believe you are a good boy.” He raised his head and smiled brightly.

“This Time I bring some presents for you.” On hearing the news, the children could not help clapping hands and bouncing around. There were 106 students and each person had one. “Miss Xiao, why do you give us gifts?” asked the boy next to me. “It’s for souvenir.” I replied. “But why choose pen?” He asked again. “You can use it to record what happened every single day. I hope you study happily and write your own life.” I explained. The children nodded without fully understanding. “I promise to keep it and never lose it!” Miao Chen looked towards me with innocent and firm eyes.

When it was time to go, they all came to see me off. They were reluctant to part with me again. “Miss Xiao, will you teach us in the future?” Miao Chen asked me before I went out the school gate. “Maybe not.” I turned around. “You mean this is the last time we meet?” Li Yan whispered disappointedly. “If we have a chance to meet some day, show me the pen and let me know you, ok?” I tried to comfort them. “Ok!” They made a rapid response to me and laughed satisfactorily.

In the glow of the setting sun, I left them. I came with 106 pens in the bag, while I went with full love in my heart.

篇三：叙事教学在大学英语写作教学中的应用研究

叙事教学在大学英语写作教学中的应用研究 作者：杨秋仙

来源：《速读·中旬》2015年第04期

摘 要：本文分析了大学英语写作是英语教学的难点，现在存在写作空洞、写作方法单一，受到母语负迁徙极大影响的问题，可以通过叙事教学与写作教学结合，通过感知体验，叙事表达，语篇构想，语篇写作来有效完成英语写作教学。

关键词：大学英语；写作教学；叙事教学

一、大学英语写作教学的现状

大学英语写作教学一直是教学中的薄弱环节，并且存在许多问题。从教师角度来看，首先表现为写作教学时间有限。英语的写作教学大多安排在精读课之后的练习中来完成，因而写作教学在时间和内容上缺乏计划性，随意性较强。另外，班级容量较大，教师难以实现因材施教。其次是教学方法的局限性。大多数老师还是采用传统的写作教学模式，即布置写作题目，要求学生在规定时间内完成作文。批改时主要关注语法、拼写等语言错误，无法启发学生思维，更无法促使学生把所学语言知识应用到写作实践中去，造成学生语言运用能力难以提高，写作水平进步不大。从学生角度来讲，英语写作存在以下问题：第一，写作内容空洞。表现为句式表达多采用general statement，缺乏specific statement。第二，写作方法单一。在多年的应试教育体制下，学生为了通过考试只会千篇一律的采用“三段式”，即所谓的万能写作模板。并且整篇文章的衔接性较差，缺少前后照应。第三，无论是在篇章结构的布局，还是句式构成，词汇的选择上，都极大的受到母语负迁移的影响。有不少学生甚至把英语写作过程变为汉译英的翻译过程。

二、叙事教学与写作认知心理

1.叙事教学

叙事性外语教学是在外语教学过程中，充分运用叙事、推理的方式，通过叙述者与听叙者对话、倾听、激发与分享，以促进语言认知水平的提升。叙事化教学不仅体现在教师教学内容的叙事化，还体现在教学过程，即教学形式及教学手段的叙事化。

2.写作认知心理

近年来，写作教学的研究已从传统的成果写作法发展到现在流行的过程写作法、体裁写作法。对写作者的心理和认知能力的研究也引起了人们的广泛关注。美国心理学家Hayes和Flower于1980年提出了关于成熟写作者的写作认知模型。该模型确立了写作的三个主要组成部分：任务环境、作者的长时记忆和写作过程。它强调写作过程中的三个循环加工过程，即计划、转换和检查，只有在认知监控的调节下才得以完成。而Hayes于1996年在此模型基础上

提出的新模型由两个重要部分组成：任务环境和个体，并突出强调了写作者的动机、情感、认知过程、工作记忆和长时记忆对个体的影响。新模式中的认知过程取决于文本解释、思考和文本生成，作者的任务图式、主题知识和语言知识等工作记忆与动机、情感因素相互作用影响着写作者写作任务的完成。叙事能有效地提升叙述者的认知、记忆及文本的生成能力，是提高写作者写作水平的有效途径。

三、叙事教学在大学英语写作教学中的运用

作为动态化的过程，建立在叙事基础上的写作教学可分为以下四个阶段：

1.感知体验

叙事作为“语言所采用的最令人愉悦的形式”能有效地吸引学生的注意力，让学生积极参与到教学活动中来。叙事教学中，教师可创设各种生动有趣的情境让学生获得直接、丰富的情感体验，并让学生积极参与到教学活动中，教师可以采用影像叙事，或将课文以动漫、小电影等视觉的方式呈现出来，或以动画、漫画、图片等非语言形式为叙事教学提供不同的线索和语言环境，激发学生的想象力和参与的积极性；也可以围绕写作主题，或用叙述句或叙述性语段营造叙事语境，或将与主题相关的内容以叙事的方式娓娓道来，刺激学生的发散性思维；还可以通过故事与现实的联系，讲述生活中的令人印象深刻的故事或虚构的故事或奇闻轶事，激发学生的情感与创造力。

2.叙事表述

在获得了一定的语言输入和叙事体验之后，学生的记忆和情感被激活，这有助于他们积极参与叙事活动，并通过对文本的复述或生活经历的叙述或对写作主题的讨论不断获取新的认知感悟、语言体验和灵感思想，提高自己的语言输出。围绕内容展开的实际语言运用使学习者更易习得语言。创造性叙事也有助于叙述者在串联一个完整故事的过程中，产生独立的思考和新颖的观点。在这一阶段，教师可采用形式多变的叙事方式，复述、角色表演（情景、小品表演）、戏剧、小组讨论等让学生有机会积极参与到叙事活动中，并以不同的角色、从不同的角度动态地阐释其对写作主题的理解；而对个人知识、经验和写作思路的课堂讨论则为学生提供了写作素材，并提供机会让他们参与交际和讨论，通过分享思想、交换想法，改正和调节语言认知，扩充词汇量和语言表达方式，学生极大地提高了写作能力，完成对写作的主题思想和话语的构建。

3.语篇构想

叙事表述既使学生的思维发展外显化，也让学生在不断的交流互动中，修正与明确自己的主题思想。因此在这一阶段的教学中，教师不仅要求学生在完成前两项任务的基础上通过归纳总结、抽象概括等活动，思考主题思想、写作目标、篇章结构等因素，构建紧凑连贯的语篇的完整框架，而且要求学生根据所叙述的故事认真安排文章的内容，构思写作的顺序和结构；或

有意识地运用叙述中的某些生动细致的意象和话语知识使自己获得丰富的写作资源和写作体验。学生对写作过程的描述也可看作文章构想的一部分，对写作的计划、怎样将思想转化为语言和对文章的设想，主题思想的确定、写作时的心理、情感反应，写作者的认知和文化等都可以作为故事加以讲述，这种外显化的思维活动让学生紧扣文章的主题积极规划文章的布局，对好作品的产生和学生写作水平的提高有着重要的作用。

4.语篇写作

语篇写作指的是把构思过程中所形成的观念转化为主题思想明确、结构紧凑、逻辑清晰的可接受的书面文字的过程。基于叙事的写作活动有效调动了学生的认知、情感和创造力，而小组讨论等合作互动拓宽了学生的写作视野，丰富了学生的思想和创意。在这一阶段，学生将写作的思路转化成具体的语言描叙，如语言词汇的运用、短语和句子的语义学解码、写作文本的表达思路和语义的连贯等；学生也可从“主题—篇章—段落—句子”自上而下地审视写作文本，文本的主题是否得到充分、恰当的表达；文章的组织是否衔接连贯、符合逻辑；文章的结构是否清晰；文章的语言表达是否流畅。学生还可通过小组讨论、同伴互改等合作方式对文章提出修改意见，以利于文章最后的形成。

参考文献：

[1]杨惠中.关于大学英语教学的几点思考[J].外语教学与研究. 2012（02）

[2]邹申.基于语料库的写作测试效度研究——以《英语专业写作教学语料库》为例[J].外语电化教学. 2012（01）

作者简介：

杨秋仙（1982～），纳西族，丽江师范高等专科学校，讲师，主要研究方向：英美文学。