英語寫作在初中英語教學(xué)中占據(jù)著重要的地位。寫作是語言的輸出,反映學(xué)生語言實(shí)際綜合運(yùn)用能力。我國《義務(wù)教育英語課程標(biāo)準(zhǔn)》(2011版)為初中生寫作能力提出了明確、具體的要求。然而,根據(jù)2018年鎮(zhèn)江市英語中考的反饋,學(xué)生作文主要在以下方面失分嚴(yán)重:篇章結(jié)構(gòu)混亂、單句使用過度、篇章意識(shí)不足、邏輯思維不清晰、語法錯(cuò)誤等。其中,未得滿分的學(xué)生主要失分在文章的結(jié)構(gòu)和語言方面。本研究根據(jù)克拉申的輸入假設(shè)理論,斯萬的輸出假設(shè)理論以及圖式理論,把“以讀促寫”法應(yīng)用到初中英語寫作教學(xué)中,通過實(shí)證研究探討以下兩個(gè)問題:1、以讀促寫法對(duì)初中生英語寫作的結(jié)構(gòu)有什么影響?2、以讀促寫法對(duì)初中生英語寫作的語言有什么影響?該實(shí)驗(yàn)在江蘇省丹陽市某學(xué)校進(jìn)行,來自七年級(jí)13班的51名學(xué)生參加。實(shí)驗(yàn)持續(xù)16周,實(shí)驗(yàn)期間采用以讀促寫法進(jìn)行教學(xué)。本研究由前問卷調(diào)查、后問卷調(diào)查、前測(cè)、后測(cè)和訪談組成。研究結(jié)果如下:學(xué)生的寫作成績顯著提高,尤其在結(jié)構(gòu)和語言方面進(jìn)步明顯。學(xué)生們對(duì)這一新的教學(xué)方法持肯定態(tài)度。學(xué)生寫作的信心和興趣得到提高,同時(shí)文化意識(shí)和文學(xué)素養(yǎng)也有提升。研究中仍然有一些不足:(1)實(shí)驗(yàn)時(shí)間不長;(2)樣本含量不夠大。這...

【文章頁數(shù)】：85 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Significance of the Research
    1.3 Purpose of the Research
    1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Research on English Writing Teaching Models at Home and Abroad
    2.2 Research on Reading-to-write at Home and Abroad
        2.2.1 Definition of the Reading-to-write Approach
        2.2.2 Research on Reading-to-write Abroad
        2.2.3 Research on Reading-to-write at Home
    2.3 Theoretical Foundations
        2.3.1 Krashen’s Input Hypothesis
        2.3.2 Swain’s Output Hypothesis
        2.3.3 The Interaction of Input and Output
        2.3.4 Schema Theory
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Tests
        3.3.3 Experimental Materials
        3.3.4 Interview
    3.4 Experimental Procedure
        3.4.1 Pre-questionnaire Survey
        3.4.2 Pretest
        3.4.3 Teaching Experiment
        3.4.4 Post-test
        3.4.5 Post-questionnaire Survey
        3.4.6 Interview
    3.5 Data Collection
CHAPTER FOUR ANALYSES AND DISCUSSION
    4.1 The Analysis of Questionnaires
        4.1.1 The Analysis of Pre-questionnaires
        4.1.2 The Analysis of Post-questionnaires
    4.2 The Analysis of Tests
    4.3 The Analysis of Compositions
        4.3.1 The Analysis of Students’Pretest Compositions
        4.3.2 The Analysis of Students’Post-test Compositions
    4.4 The Analysis of Interview
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of this Study
    5.4 Suggestions for Further Study
REFERENCES
中文參考文獻(xiàn)
APPENDICES
    Appendix1 鎮(zhèn)江市中考英語作文評(píng)分標(biāo)準(zhǔn)
    Appendix2 Pre-Questionnaire
    Appendix3 Post-Questionnaire
    Appendix4 Outline of Interview
    Appendix5 Teaching Material
    Appendix6 Teaching Design
    Appendix7 Writing Topic of the Class
    Appendix8 Writing Topic of the Pretest
    Appendix9 Writing Topic of the Post-test
    Appendix10 Samples of the Class
    Appendix11 Samples of Pretest
    Appendix 12 Samples of Post-test
ACKNOWLEDGEMENTS



本文編號(hào)：3913579