以讀促寫對(duì)高中生英語寫作質(zhì)量的影響
發(fā)布時(shí)間：2024-04-21 21:32
本論文旨在研究以讀促寫對(duì)高中生寫作質(zhì)量的影響。研究的理論基礎(chǔ)是Krashen的輸入理論、Swain的輸出理論和圖式理論。本研究所探討的研究問題如下:1.以讀促寫對(duì)高中生英語寫作質(zhì)量的內(nèi)容、結(jié)構(gòu)和語言是否有影響?如有,有哪些影響?2.以讀促寫對(duì)高水平學(xué)生和低水平學(xué)生英語寫作質(zhì)量的內(nèi)容、結(jié)構(gòu)和語言方面的影響是否有差異?如有,有哪些差異?本研究主要采用定量和定性相結(jié)合的方法。定性研究主要涉及八名代表學(xué)生的訪談。定量研究主要涉及兩個(gè)書面測(cè)試。研究對(duì)象選取揚(yáng)州瓜洲中學(xué)高二年級(jí)的75名學(xué)生,其中包括40名實(shí)驗(yàn)班學(xué)生和35名控制班學(xué)生。根據(jù)前測(cè),實(shí)驗(yàn)班和控制班在英語寫作整體水平上沒有顯著的差異,在內(nèi)容、結(jié)構(gòu)和語言的三個(gè)具體方面也沒有顯著的差異。實(shí)驗(yàn)從2018年4月2日到2018年6月7日持續(xù)了約兩個(gè)月。前測(cè)和后測(cè)試卷都是從江蘇高考的作文考試中選擇的。實(shí)驗(yàn)班引入以讀促寫教學(xué),控制班采用常規(guī)教學(xué)。在為期兩個(gè)月的教學(xué)實(shí)驗(yàn)后,用獨(dú)立樣本T檢驗(yàn)和配對(duì)樣本T檢驗(yàn)對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行分析。定性研究主要涉及八名代表性學(xué)生的訪談。這次訪談是在2018年6月7日,也就是后測(cè)之后的一天在會(huì)議室用中文進(jìn)行的。采訪結(jié)束后,研究者將...
【文章頁數(shù)】：56 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Overview of the Study
1.2 Significance of the Study
1.3 Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Key Terms in the Study
2.1.1 Writing
2.1.2 Reading-to-write
2.2 Theoretical Framework for the Present Study
2.2.1 Krashen's Input Hypothesis
2.2.2 Swain's Output Hypothesis
2.2.3 Schema Theory
2.3 Related Studies abroad and at Home
2.3.1 Studies on Reading-to-write abroad
2.3.2 Studies on Reading-to-write at Home
2.3.3 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Designs
3.2.1 The Quantitative Research Design
3.2.2 The Qualitative Research Design
Chapter Four Results and Discussion
4.1 Effects of Reading-to-write on Students' Writing Quality
4.1.1 The Effect on Content in Writing
4.1.2 The Effect on Organization in Writing
4.1.3 The Effect on Language in Writing
4.2 Differences of Effects of Reading-to-write on Writing Quality between Higher-Leveland Lower-level Students
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Present Study
5.4 Suggestions for Future Study
References
Appendixes
Appendix Ⅰ: Model essay
Appendix Ⅱ: Writing task in pre-test
Appendix Ⅲ: Writing task in post-test
Appendix Ⅳ: Analytic rating criterion
本文編號(hào)：3961477
【文章頁數(shù)】：56 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Overview of the Study
1.2 Significance of the Study
1.3 Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Key Terms in the Study
2.1.1 Writing
2.1.2 Reading-to-write
2.2 Theoretical Framework for the Present Study
2.2.1 Krashen's Input Hypothesis
2.2.2 Swain's Output Hypothesis
2.2.3 Schema Theory
2.3 Related Studies abroad and at Home
2.3.1 Studies on Reading-to-write abroad
2.3.2 Studies on Reading-to-write at Home
2.3.3 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Designs
3.2.1 The Quantitative Research Design
3.2.2 The Qualitative Research Design
Chapter Four Results and Discussion
4.1 Effects of Reading-to-write on Students' Writing Quality
4.1.1 The Effect on Content in Writing
4.1.2 The Effect on Organization in Writing
4.1.3 The Effect on Language in Writing
4.2 Differences of Effects of Reading-to-write on Writing Quality between Higher-Leveland Lower-level Students
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Present Study
5.4 Suggestions for Future Study
References
Appendixes
Appendix Ⅰ: Model essay
Appendix Ⅱ: Writing task in pre-test
Appendix Ⅲ: Writing task in post-test
Appendix Ⅳ: Analytic rating criterion
本文編號(hào)：3961477
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