發(fā)布時間：2021-09-17 02:44

　　英語課程是高中課程的重要組成部分,也是學(xué)生學(xué)習(xí)的難點。而寫作作為提高學(xué)生英語語言技能的一個重要組成部分,是英語教學(xué)課程的關(guān)鍵內(nèi)容之一,也是英語基礎(chǔ)性教學(xué)之一。在寫作過程中,構(gòu)思是影響二語學(xué)習(xí)者寫作的一個重要因素。以任務(wù)為基礎(chǔ)的二語習(xí)得研究發(fā)現(xiàn),構(gòu)思會影響語言產(chǎn)出的流利度、準(zhǔn)確度和復(fù)雜度,進而影響成文的質(zhì)量。本文探討了任務(wù)前構(gòu)思在限時寫作條件下對高中生英語寫作表現(xiàn)的影響。本研究以Kellogg的寫作過程模型、有限的信息加工理論和Skehan的認(rèn)知模型為理論基礎(chǔ),試圖回答三個問題:（1）任務(wù)前構(gòu)思對高中生英語寫作的流利度有何影響?（2）任務(wù)前構(gòu)思對高中生英語寫作的準(zhǔn)確度有何影響?（3）任務(wù)前構(gòu)思對高中生英語寫作的復(fù)雜度有何影響?本次實驗以甘肅省慶陽市鎮(zhèn)原縣孟壩中學(xué)高二年級兩個平行班的90名學(xué)生為研究對象。他們被分為兩個組,任務(wù)前構(gòu)思組和無（任務(wù)前）構(gòu)思組。其中,任務(wù)前構(gòu)思組為實驗組,無構(gòu)思組為對照組。這里的任務(wù)前構(gòu)思指的是學(xué)習(xí)者在正式任務(wù)之前有時間去構(gòu)思他們產(chǎn)出的內(nèi)容。而無構(gòu)思則指的是學(xué)習(xí)者沒有提前構(gòu)思任務(wù)的時間。本實驗共持續(xù)十六周。本研究主要包括先導(dǎo)實驗、前測、實驗以及后測。先導(dǎo)實驗主要... 

【文章來源】：西北師范大學(xué)甘肅省

【文章頁數(shù)】：92 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purposes
    1.3 Research Significance
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 The Definition of Key Terms
        2.1.1 The Definition of Planning
        2.1.2 The Classification of Planning
        2.1.3 Measurements for Language Output
    2.2 Previous Studies on the Effects of Planning on Second Language Learner’s WritingPerformance
        2.2.1 The Effects of Planning on Second Language Learner’s Writing PerformanceAbroad
        2.2.2 The Effects of Planning on Second Language Learner’s Writing Performance atHome
        2.2.3 The Summary of the Previous Research
Chapter Three Theoretical Foundation
    3.1 Kellogg’s Model of Writing Processes
    3.2 Limited Information Processing Theory
    3.3 Skehan’s Cognitive Model
    3.4 Summary
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
    4.4 Research Procedures
        4.4.1 Pilot Study
        4.4.2 Pre-test
        4.4.3 Treatment
        4.4.4 Post-test
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 The Effects of Pre-task Planning on the Fluency of Senior High School Students’English Writing
        5.1.1 Comparison of Students’Writing Fluency of Pre-test Between PTP and NP
        5.1.2 Comparison of Students’Writing Fluency of Post-test Between PTP and NP
        5.1.3 Comparison of Students’Writing Fluency of Pre-test and Post-test in PTP andNP
    5.2 The Effects of Pre-task Planning on the Accuracy of Senior High School Students’English Writing
        5.2.1 Comparison of Students’Writing Accuracy of Pre-test Between PTP andNP
        5.2.2 Comparison of Students’Writing Accuracy of Post-test Between PTP andNP
        5.2.3 Comparison of Students’Writing Accuracy in Pre-test and Post-test in PTP andNP
    5.3 The Effects of Pre-task Planning on the Complexity of Senior High School Students’English Writing
        5.3.1 Comparison of Students’Writing Complexity of Pre-test Between PTP andNP
        5.3.2 Comparison of Students’Writing Complexity of Post-test Between PTP andNP
        5.3.3 Comparison of Students’Writing Complexity in Pre-test and Post-test in PTPandNP
    5.4 Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations and Suggestions
References
Appendix Ⅰ Writing Task for Pilot Study
Appendix Ⅱ Writing Task for Pre-test
Appendix Ⅲ Writing Task for Post-test
Appendix Ⅳ Planning Worksheet for Pre-task Planning
Appendix Ⅴ Writing Tasks for Treatment
Appendix Ⅵ A Sample for Measuring Fluency
Appendix Ⅶ A Sample for Measuring Accuracy
Appendix Ⅷ A Sample for Measuring Complexity
Appendix Ⅸ English Compositions in Two Groups
Acknowledgements
個人簡歷、在學(xué)期間發(fā)表的學(xué)術(shù)論文及研究成果



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