寫作是英語教學(xué)中的重要組成部分,然而大多數(shù)教師認(rèn)為詞匯、句子和語法等基礎(chǔ)知識(shí)的教學(xué)是提高學(xué)生寫作能力的主要方法,卻不重視寫作技巧的教學(xué)。研究者嘗試通過在高中英語書信寫作中讀者意識(shí)的培養(yǎng)來找到一些有效的方法從而改善高中英語寫作教學(xué)的現(xiàn)狀。本研究試圖回答以下問題:在高中英語書信寫作中培養(yǎng)學(xué)生的讀者意識(shí)是否能提高學(xué)生的英語寫作能力?讀者意識(shí)的培養(yǎng)是否對(duì)學(xué)生寫作能力內(nèi)部的各個(gè)組成部分都有提高?讀者意識(shí)的培養(yǎng)能夠提高不同學(xué)生的英語寫作能力嗎?本實(shí)驗(yàn)是否能夠提高學(xué)生寫作過程中各個(gè)階段的讀者意識(shí)水平?從2017年9月11日到2018年1月12日,本研究共歷時(shí)4個(gè)月。首先,研究者通過讀者意識(shí)問卷和英語寫作測(cè)試對(duì)學(xué)生實(shí)驗(yàn)前的讀者意識(shí)水平和英語寫作能力進(jìn)行調(diào)查,然后在此基礎(chǔ)上開展實(shí)驗(yàn)研究。因?yàn)榍皽y(cè)結(jié)果表明這兩個(gè)班級(jí)學(xué)生的英語寫作能力無顯著差異,以此可以進(jìn)行實(shí)驗(yàn)。研究對(duì)象為山西省呂梁市高級(jí)中學(xué)高一兩個(gè)平行班的學(xué)生。之后,教師在實(shí)驗(yàn)班的寫作教學(xué)中進(jìn)行讀者意識(shí)的培養(yǎng),而在對(duì)照班并沒有特別強(qiáng)調(diào)。兩個(gè)班由同一位老師進(jìn)行教學(xué),英語寫作練習(xí)每兩周進(jìn)行一次,并且兩個(gè)班所使用的教材完全相同。實(shí)驗(yàn)結(jié)束后運(yùn)用SPSS17.0對(duì)... 

【文章來源】：山西師范大學(xué)山西省

【文章頁數(shù)】：69 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
1. Introduction
    1.1 The background of the research
    1.2 The purpose and significance of the research
    1.3 The framework of the thesis
2. Literature Review
    2.1 Audience
    2.2 Audience awareness
    2.3 Previous studies on audience awareness at home and abroad
        2.3.1 Previous studies on audience awareness abroad
        2.3.2 Previous studies on audience awareness at home
3. Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 English writing tests
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Research procedures
        3.4.1 The preparation stage
        3.4.2 The experiment stage
        3.4.3 The post-experiment stage
    3.5 Data collection
4. Results and Discussion
    4.1 Results of the writing tests on writing competence
        4.1.1 Pre-test comparison between EC and CC
        4.1.2 Post-test comparison between EC and CC
        4.1.3 Pre-test and post-test comparison in EC
        4.1.4 Pre-test and post-test comparison in CC
        4.1.5 Comparison of students with different English proficiency in EC
    4.2 Results of the questionnaire on audience awareness
    4.3 Results of the interview
    4.4 Discussion
        4.4.1 Effects on writing competence
        4.4.2 Effects on each component of writing competence
        4.4.3 Effects on different kinds of students’ writing competence
        4.4.4 Effects on audience awareness level in each stage of writing
5. Conclusion
    5.1 Major findings of the study
    5.2 Pedagogical suggestions
    5.3 Limitations and suggestions for further study
        5.3.1 Limitations of the study
        5.3.2 Suggestions for further study
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Acknowledgements
Publications



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