英語(yǔ)寫(xiě)作被視為英語(yǔ)四大基本語(yǔ)言技能之一,而中國(guó)學(xué)生的英語(yǔ)寫(xiě)作能力卻處于較低水平,究其原因,很大程度上與學(xué)生輸入不足、缺乏語(yǔ)篇意識(shí)有關(guān)。以往對(duì)于語(yǔ)篇分析與背誦的結(jié)合研究較少,且大多針對(duì)于大學(xué)生群體和閱讀方面。本文以基于語(yǔ)篇分析與范文背誦的高中英語(yǔ)寫(xiě)作教學(xué)影響研究為研究選題,探究基于語(yǔ)篇分析的范文背誦教學(xué)方式對(duì)高中英語(yǔ)寫(xiě)作流利性與準(zhǔn)確性的影響本次研究基于輸入輸出假說(shuō)與語(yǔ)篇分析理論,試圖解決以下兩個(gè)問(wèn)題:1)基于語(yǔ)篇分析的范文背誦對(duì)高中生的英語(yǔ)寫(xiě)作流利性有何影響?2)基于語(yǔ)篇分析的范文背誦對(duì)高中生的英語(yǔ)寫(xiě)作準(zhǔn)確性有何影響?本文以長(zhǎng)沙市某高中兩個(gè)班的學(xué)生為研究對(duì)象,其中一個(gè)班為實(shí)驗(yàn)組,一個(gè)班為控制組。實(shí)驗(yàn)組采取基于語(yǔ)篇分析的范文背誦寫(xiě)作教學(xué)方法,控制組則只進(jìn)行背誦,并沒(méi)有對(duì)語(yǔ)篇分析進(jìn)行指導(dǎo)。實(shí)驗(yàn)結(jié)束后,進(jìn)行數(shù)據(jù)收集并使用SPSS 25.0進(jìn)行統(tǒng)計(jì)分析。研究結(jié)果包括:1)基于語(yǔ)篇分析的范文背誦能有效地提高高中生英語(yǔ)寫(xiě)作流利性。實(shí)驗(yàn)之前,大多數(shù)實(shí)驗(yàn)組與控制組學(xué)生寫(xiě)作字?jǐn)?shù)并沒(méi)有真正達(dá)到考試要求,且通過(guò)試卷分析能發(fā)現(xiàn)學(xué)生很少使用銜接手段。實(shí)驗(yàn)后,實(shí)驗(yàn)組學(xué)生單位時(shí)間內(nèi)作文字?jǐn)?shù)有所增加,銜接手段的使用也有... 

【文章來(lái)源】：湖南師范大學(xué)湖南省 211工程院校

【文章頁(yè)數(shù)】：103 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 Studies on Discourse Analysis
        1.1.1 Definition and Importance of Discourse and DiscourseAnalysis
        1.1.2 Studies on Discourse Analysis and English Writing
    1.2 Studies on Model Essay Recitation
        1.2.1 Definition and Importance of Recitation
        1.2.2 Studies on Recitation and English Writing
    1.3 Studies on Model Essay Recitation Based on Discourse Analysis andEnglish Writing
Chapter Two Theoretical Bases
    2.1 Discourse Analysis Theory
    2.2 The Input Hypothesis
    2.3 The Output Hypothesis
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Research Participants
        3.1.3 Research Instruments
    3.2 Research Procedures
        3.2.1 Data Collection
        3.2.2 Data Analysis
Chapter Four Results and Discussion
    4.1 The Effects on Writing Fluency
        4.1.1 Comparison of Post-test Writing Fluency Between EG andCG
        4.1.2 Comparison of Writing Fluency Between Pre-test and Post-testinEG
    4.2 The Effects on Writing Accuracy
        4.2.1 Comparison of Post-test Writing Accuracy Between EG andCG
        4.2.2 Comparison of Writing Accuracy Between Pre-test andPost-test in EG
Conclusion
References
Appendix Ⅰ Results of Pre-test and Post-test
Appendix Ⅱ Pre-test and Post-test
Appendix Ⅲ Model Essays for Recitation
Acknowledgements



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