眾所周知,英語寫作是大學(xué)英語教學(xué)的重要組成部分,它不僅反映了英語學(xué)習(xí)者的英語綜合水平,更體現(xiàn)了他們?cè)趯?shí)際寫作中運(yùn)用語言的綜合能力。因此,提高學(xué)習(xí)者的寫作能力一直受到很多外語學(xué)者的高度重視。然而,當(dāng)前大學(xué)生英語寫作能力較差、語言表達(dá)能力弱的問題十分突出。隨著時(shí)代的發(fā)展,傳統(tǒng)的二語習(xí)得理論和寫作教學(xué)法在新世紀(jì)對(duì)英語寫作的指導(dǎo)比較困難,所以急需要?jiǎng)?chuàng)新新的教學(xué)理念。本研究以文秋芳2014年提出的基于生產(chǎn)導(dǎo)向的大學(xué)英語寫作教學(xué)法——產(chǎn)出導(dǎo)向法(POA)為基礎(chǔ),試圖探究大學(xué)英語教師如何設(shè)計(jì)和實(shí)施基于POA的大學(xué)英語寫作課堂活動(dòng)以及應(yīng)用了POA反映了教師怎樣的教學(xué)理念。在本次教學(xué)實(shí)驗(yàn)中,實(shí)驗(yàn)對(duì)象是沈陽某大學(xué)的一名非英語專業(yè)英語寫作教師,她的學(xué)生是來自兩個(gè)不同專業(yè)但使用同一本英語寫作教材的57名大二學(xué)生。研究者為此進(jìn)行了長達(dá)16周的研究。為了回答本實(shí)驗(yàn)的兩個(gè)研究問題,涉及到的研究工具包括課堂觀察、訪談以及反思日志,然后對(duì)收集到的數(shù)據(jù)進(jìn)行定性分析。課堂觀察的數(shù)據(jù)回答了第一個(gè)研究問題,訪談和反思性日志的數(shù)據(jù)回答了第二個(gè)研究問題。通過研究發(fā)現(xiàn),首先,經(jīng)過POA的教學(xué)實(shí)踐,研究中的教師對(duì)POA課堂教學(xué)活動(dòng)的設(shè)...

【文章頁數(shù)】：91 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 The Background of the Study
    1.2 The Significance of the Study
    1.3 The Purpose of the Study
    1.4 The Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Production-oriented Approach
        2.1.1 The Definition of Production-oriented Approach
        2.1.2 The Development of Production-oriented Approach
        2.1.3 Theoretical System of Production-oriented Approach
    2.2 Related Theories About POA
        2.2.1 The Definition of Input Hypothesis
        2.2.2 The Content of Input Hypothesis
        2.2.3 The Definition of Output Hypothesis
        2.2.4 The Functions of Output Hypothesis
    2.3 English Writing
        2.3.1 The Definitions of English Writing
        2.3.2 The Approaches to Writing
        2.3.3 The Relations between Production-oriented Approach and EnglishWriting
    2.4 Previous Studies of Related Issues of POA on College English Writing Teaching
        2.4.1 Studies on the POA on College English Writing Teaching Abroad
        2.4.2 Studies on the POA on College English Writing Teaching at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subject
    3.3 Instruments
        3.3.1 Classroom observation
        3.3.2 Interviews
        3.3.3 Reflective Journals
    3.4 Data Collection and Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter 4 Results and Discussion
    4.1 Results
        4.1.1 Results of the Classroom Observation
        4.1.2 Results of the Interviews
        4.1.3 Results of Reflective Journals
    4.2 Discussion
        4.2.1 Discussion on the Design and Implementation of English Writing Activities Based on POA
        4.2.2 Discussion on the Teaching Concepts Reflected from Applying POA
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



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