寫作作為英語基本語言技能之一,充分展現了學生的語言綜合運用能力。學生的書面表達能力不僅展現了學生對英語語言知識的掌握,更是學生思維能力和思想深度的體現。雖然如今的英語課堂已經突破了傳統(tǒng)教學模式的束縛,但教學效果依然不盡如人意。課堂中主要以口語和語法練習為主,寫作練習少之又少。因此,寫作成為學生英語學習的薄弱環(huán)節(jié)。如何讓學生在英語寫作中言之有理,言之有據,成為了當今初高中英語教育教學的重要課題。近年來,國內外二語習得研究者深入研究提高英語寫作的方法,提出了以讀促寫的教學模式。本實驗采用該教學方法,將閱讀與寫作完美結合,立足文本,深入分析文本結構和語言運用,引導學生歸納和積累寫作素材,進一步提高學生寫作能力和寫作水平。本文以輸入理論和輸出理論為基礎,試圖回答以下兩個問題:（1）以讀促寫教學模式能否提高初中學生的英語寫作成績?如果能,在內容,語言和結構方面,哪一方面的提高最大?（2）學生對于以讀促寫教學模式的態(tài)度如何?本文采用實證研究,研究對象為蘭州市第五中學初二年級兩個平行班共100名學生。研究工具為寫作測試,問卷和訪談。通過8周的實驗研究,作者將前后測和調查問卷所得數據錄入SPSS 24... 

【文章頁數】：65 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
Chapter Two Literature Review
    2.1 Previous Studies on Relationship between Reading and Writing
    2.2 Previous Studies on Reading-to-write in EFL Writing Instruction
        2.2.1 Definition of Reading-to-write Method
        2.2.2.Previous Studies on Reading-to-write Method in EFL Writing Instruction Abroad
        2.2.3 Previous Studies on Reading-to-write in EFL Writing Instruction at Home
Chapter Three Theoretical Basis
    3.1 Krashen’s Input Hypothesis
    3.2 Swain’s Output Hypothesis
    3.3 Summary
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Tests
        4.3.2 Questionnaire
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Pretest
        4.4.2 Treatment
            4.4.2.1 Reading-to-writing Teaching Method in Experimental Class
            4.4.2.2 Conventional Teaching Method in Control Class
        4.4.3 Posttest,Questionnaire and Interview
    4.5 Case Analysis
        4.5.1 Case Analysis of EC
        4.5.2 Case Analysis of CC
    4.6 Data Collection
Chapter Five Results and Discussion
    5.1 Results of the Experiment
        5.1.1 Results of Question One
        5.1.2 Results of Question Two
    5.2 Discussion of the Experiment
        5.2.1 Discussion of Question One
        5.2.2 Discussion of Question Two
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications of the Study
        6.2.1 Inspiration and Development of Students'Writing Interests
        6.2.2 Cultivation of Students'Reading Input Awareness
        6.2.3 Attention to the Writing Output after Reading Input
    6.3 Limitations and Suggestions for the Further Studies
References
Appendix Ⅰ Marking Criteria
Appendix Ⅱ Questionnaire
Appendix Ⅲ Questions of Interview
Appendix Ⅳ Compositions for Pretest
Appendix Ⅴ Composition for Posttest
Appendix Ⅵ Source Text
Appendix Ⅶ Supplementary Material
Acknowledgements



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