“以讀促寫”在初中英語寫作教學(xué)應(yīng)用中的實證研究
發(fā)布時間：2023-04-28 05:30
英語閱讀和寫作是英語學(xué)習(xí)中兩項重要的技能。然而,在國內(nèi)的英語教學(xué)中,英語教師將大量的時間和精力投入到語法,閱讀等教學(xué)中,較少教授英語寫作。很多學(xué)生即使掌握了大量的英語詞匯和精確語法,仍舊很難寫出一篇通順的文章因此,大批研究者開展了許多關(guān)于英語寫作的研究,期望提高學(xué)生的寫作能力。一些研究表明,一定量的可理解性閱讀對寫作有促進(jìn)作用。因此本研究基于以往的寫作研究,以輸入假設(shè)、輸出假設(shè)等為理論基礎(chǔ),致力于探討兩個研究問題:(1)“以讀促寫”寫作方法對初中生英語寫作水平有什么樣的影響?(2)“以讀促寫”方法對初中生寫作興趣和寫作態(tài)度有什么影響?研究者選取沈陽市某初中,開展為期三個月的“以讀促寫”的實驗。本研究中實驗對象共86人,分別來自初二的兩個平行班級,其中實驗班42人,控制班44人。在實驗班,教師使用“以讀促寫”教學(xué)方法,在對照班,延用讀寫分離的寫作方法。作者利用寫作測試,問卷,訪談等工具收集實驗數(shù)據(jù),并對數(shù)據(jù)進(jìn)行描述性統(tǒng)計分析,獨立樣本T檢驗和配對樣本T檢驗。實驗研究結(jié)果表明:(1)“以讀促寫”法對提高初中生英語寫作的文章結(jié)構(gòu),語言能力,文章內(nèi)容等方面有顯著效果。(2)“以讀促寫”法可以有...
【文章頁數(shù)】：128 頁
【學(xué)位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract in English
Abstract in Chinese
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 The Reading-to-Write
2.1.1 The Definition of Reading-to-Write
2.1.2 The Steps of Reading-to-Write
2.1.3 The Advantages of Reading-to-Write
2.2 Theoretical Bases of Reading-to-Write
2.2.1 Krashen’s Input Hypothesis
2.2.2 Swain’s Output Hypothesis
2.2.3 Schema Theory
2.3 Previous Studies on Reading-to-Write
2.3.1 Previous Studies Abroad
2.3.2 Previous Studies at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Interview
3.3.3 Tests
3.4 Procedure
3.5 Data Collection
3.6 Data Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 Results and Comparison of the Questionnaires in EC
4.1.2 Results of the Interview in EC
4.1.3 Results of the Pre-test in EC and CC
4.1.4 Results of the Post-test in EC and CC
4.2 Discussion
4.2.1 Discussion on the Effects of Reading-to-Write Approach on Junior High Students’ Writing Competence
4.2.2 Discussion on Students’ Interest and Attitudes towards Reading-to-Write
4.3 Suggestions for English Teachers
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Researches
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
本文編號：3803839
【文章頁數(shù)】：128 頁
【學(xué)位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract in English
Abstract in Chinese
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 The Reading-to-Write
2.1.1 The Definition of Reading-to-Write
2.1.2 The Steps of Reading-to-Write
2.1.3 The Advantages of Reading-to-Write
2.2 Theoretical Bases of Reading-to-Write
2.2.1 Krashen’s Input Hypothesis
2.2.2 Swain’s Output Hypothesis
2.2.3 Schema Theory
2.3 Previous Studies on Reading-to-Write
2.3.1 Previous Studies Abroad
2.3.2 Previous Studies at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Interview
3.3.3 Tests
3.4 Procedure
3.5 Data Collection
3.6 Data Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 Results and Comparison of the Questionnaires in EC
4.1.2 Results of the Interview in EC
4.1.3 Results of the Pre-test in EC and CC
4.1.4 Results of the Post-test in EC and CC
4.2 Discussion
4.2.1 Discussion on the Effects of Reading-to-Write Approach on Junior High Students’ Writing Competence
4.2.2 Discussion on Students’ Interest and Attitudes towards Reading-to-Write
4.3 Suggestions for English Teachers
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Researches
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
本文編號：3803839
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