2012年王初明教授提出讀后續(xù)寫是提高外語學習效率的一種有效方法。此外,隨著新高考改革的實施,英語試題中的讀后續(xù)寫題型正在由浙江、上海等試點省份逐漸推廣。因此,讀后續(xù)寫的應(yīng)用研究引起了廣泛的關(guān)注,并且成為了研究熱點。寫作在高中英語學習中占據(jù)著非常重要的部分。但在當前的高中英語寫作訓練中如何有效地提高寫作成績,降低學生英語寫作焦慮是一大難題。本研究是關(guān)于讀后續(xù)寫對高中英語寫作促學作用的實證研究,主要包括兩個研究問題:（1）讀后續(xù)寫對高中英語寫作成績的影響如何?（2）讀后續(xù)寫在減輕高中生英語寫作焦慮方面的效果如何?本研究以館陶一中兩個平行班的100名高中生為研究對象�？刂瓢嘀醒赜脗鹘y(tǒng)的寫作教學方法,在實驗班進行讀后續(xù)寫。實驗前在兩個班同時進行了前測和問卷調(diào)查。實驗過程中,兩個班均完成了8個寫作任務(wù)。10周后,對兩個班進行后測和調(diào)查問卷。同時,從實驗班隨機抽取10名學生進行訪談。實驗結(jié)束后,采用SPSS 25.0對收集的數(shù)據(jù)進行分析和討論。研究結(jié)果表明:實驗班與控制班之間存在顯著差異,讀后續(xù)寫更有利于提高高中生的英語寫作成績,減少寫作焦慮。最后,對本實驗研究的局限性進行了分析并對未來的研究提... 

【文章來源】：河北師范大學河北省

【文章頁數(shù)】：86 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
1 Introduction
    1.1 Research background
    1.2 Significance of research
    1.3 Structure of the thesis
2 Literature Review
    2.1 Introduction
    2.2 Terms
        2.2.1 The continuation task
        2.2.2 Relationship between Reading and Writing
    2.3 Research at home and abroad
        2.3.1 Research at home
        2.3.2 Research abroad
    2.4 Theoretical framework
        2.4.1 Krashen’s Input Hypothesis
        2.4.2 Swain’s Output Hypothesis
3 Methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Testing
        3.3.2 Questionnaires
        3.3.3 Interview
    3.4 Procedure
        3.4.1 Pre-experimental stages
            3.4.1.1 The selection of experimental materials
            3.4.1.2 Pretest and pretest questionnaire
        3.4.2 Experimental stages
            3.4.2.1 The training for EC
            3.4.2.2 The training for CC
            3.4.2.3 Research Procedures
        3.4.3 Post-experimental stages
    3.5 Data collection
    3.6 Data analysis
        3.6.1 Data analysis of pretest
        3.6.2 Data analysis of post-test
        3.6.3 Data analysis of pretest questionnaire
        3.6.4 Data analysis of post-test questionnaire
        3.6.5 Data analysis of interview
4 Results and Discussion
    4.1 Results and discussion for research question 1
    4.2 Results and discussion for research question 2
5 Conclusion
    5.1 Major findings
    5.2 Implications and limitations of the study
    5.3 Research directions for future study
Bibliographies
Appendix Ⅰ Second Language Writing Anxiety Inventory（SLWAI）
Appendix Ⅱ Interview Questions
Appendix Ⅲ Composition for pretest
Appendix Ⅳ Composition for post-test
Appendix Ⅴ Writing Scoring Criteria of Continuation Task
Appendix Ⅵ Scoring Criteria of Writing for College Entrance Examination
Appendix Ⅶ Reading texts sample for continuation tasks
Appendix Ⅷ writing text samples for CC
Appendix Ⅸ Samples of Students’ Writing in the Continuation Task
Acknowledgements



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