作為聽(tīng)、說(shuō)、讀、寫(xiě)、看五項(xiàng)英語(yǔ)語(yǔ)言技能之一,寫(xiě)作不僅體現(xiàn)了英語(yǔ)語(yǔ)言輸出水平也反映了英語(yǔ)綜合運(yùn)用能力。然而,目前高中生的英語(yǔ)寫(xiě)作現(xiàn)狀并不樂(lè)觀。如何有效地提高學(xué)生的英語(yǔ)寫(xiě)作能力成為眾多教育研究者須重點(diǎn)研究的課題。近年來(lái),以讀促寫(xiě),作為一種新型的強(qiáng)調(diào)通過(guò)閱讀促進(jìn)寫(xiě)作的教學(xué)方法,已引起了國(guó)內(nèi)外學(xué)者的關(guān)注。雖然國(guó)內(nèi)外已出現(xiàn)有關(guān)以讀促寫(xiě)法在英語(yǔ)寫(xiě)作教學(xué)中的實(shí)證研究,但有關(guān)以讀促寫(xiě)法在高中英語(yǔ)寫(xiě)作教學(xué)中運(yùn)用的實(shí)證研究相對(duì)較少。因此,基于輸入和輸出假說(shuō)以及圖示理論,本研究旨在將以讀促寫(xiě)法運(yùn)用于高中英語(yǔ)寫(xiě)作教學(xué)中以進(jìn)一步探索以讀促寫(xiě)法對(duì)高中生英語(yǔ)寫(xiě)作能力的影響效果。本研究旨在回答以下幾個(gè)問(wèn)題:（1）高中生對(duì)以讀促寫(xiě)法的態(tài)度如何?（2）以讀促寫(xiě)法對(duì)提高高中生英語(yǔ)寫(xiě)作能力的有效性如何?（3）以讀促寫(xiě)法對(duì)不同寫(xiě)作水平（高、中、低）的高中生的英語(yǔ)寫(xiě)作能力的影響有何差異?本研究以蕪湖市第一中學(xué)高一年級(jí)的兩個(gè)平行班的122名學(xué)生（實(shí)驗(yàn)班61名,控制班61名）為研究對(duì)象。整個(gè)實(shí)驗(yàn)周期歷時(shí)16周。實(shí)驗(yàn)班采取以讀促寫(xiě)法,控制班采用傳統(tǒng)的寫(xiě)作方法。本研究旨在采用問(wèn)卷調(diào)查,實(shí)證研究以及訪談的方法研究以讀促寫(xiě)法在高中英語(yǔ)寫(xiě)作教... 

【文章頁(yè)數(shù)】：107 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter Two Literature Review and Rationales
    2.1 Related Studies on English Writing Instruction
        2.1.1 Related Studies on English Writing Instruction Abroad
        2.1.2 Related Studies on English Writing Instruction at Home
    2.2 Related Studies on Reading-to-write Approach
        2.2.1 Definition of the Reading-to-write Approach
        2.2.2 Related Studies on Reading-to-write Approach Abroad
        2.2.3 Related Studies on Reading-to-write Approach at Home
    2.3 Theoretical Foundations
        2.3.1 Krashen's Input Hypothesis
        2.3.2 Swain's Output Hypothesis
        2.3.3 Schema Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Reading materials
        3.3.2 Questionnaire
        3.3.3 Pre-test and Post-test
        3.3.4 Analytic Scoring Scale
        3.3.5 Interview
    3.4 Research Procedures
    3.5 Teaching Procedures of the Two Classes
        3.5.1 Teaching procedures of EC
        3.5.2 Teaching procedures of CC
    3.6 A Teaching Sample of EC
    3.7 Data Collection and Analysis
        3.7.1 Data Collection
        3.7.2 Reliability and Validity of the Questionnaire
        3.7.3 Data Analysis
Chapter Four Results and Discussion
    4.1 Results
        4.1.1 Results of the Questionnaire
        4.1.2 Results of Interview
        4.1.3 Results of the Pre-test in CC and EC
        4.1.4 Results of the Post-test in CC and EC
        4.1.5 Comparison of Results of the Pre-test and the Post-test in CC and EC
        4.1.6 Results of the Differences in Effects of the Reading-to-write Approach onStudents at Different Writing Levels in EC
    4.2 Discussion
        4.2.1 Students' Attitudes toward the Reading-to-write Approach
        4.2.2 Effectiveness of the Reading-to-write Approach in Improving Students'English Writing Competence
        4.2.3 Differences in Effects of the Reading-to-write Approach on Students atDifferent Writing Levels in EC
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix Ⅰ One Reading Material
Appendix Ⅱ One Supplementary Reading Material
Appendix Ⅲ Questionnaire
Appendix Ⅳ Writing Task in the Pre-test
Appendix Ⅴ Writing Task in the Post-test
Appendix Ⅵ Analytic Scoring Scale
Appendix Ⅶ Students' Writing Samples
Appendix Ⅷ Results of Questionnaire
Appendix Ⅸ Subjects' Writing Scores in Pre-test
Appendix Ⅹ Subjects'Writing Scores in Post-test
Appendix Ⅺ A Teaching Sample in CC



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