雖然寫(xiě)作是一項(xiàng)重要的英語(yǔ)技能,但是很多學(xué)生的寫(xiě)作作品是不連貫的,不能稱(chēng)作一個(gè)完整的語(yǔ)篇。新課程標(biāo)準(zhǔn)(2017年版)指出,現(xiàn)在的英語(yǔ)教學(xué)要著重培養(yǎng)學(xué)生的語(yǔ)篇能力,但是傳統(tǒng)的寫(xiě)作教學(xué)主要是關(guān)注寫(xiě)作的準(zhǔn)確性,對(duì)學(xué)生語(yǔ)篇能力的培養(yǎng)關(guān)注較少。近幾年,很多研究者將合作寫(xiě)作應(yīng)用到中學(xué)生的寫(xiě)作課堂中來(lái)。之前關(guān)于合作寫(xiě)作對(duì)學(xué)生寫(xiě)作影響的研究較少關(guān)注其對(duì)語(yǔ)篇的影響。本研究主要研究合作寫(xiě)作對(duì)學(xué)生的語(yǔ)篇能力是否有影響,并且進(jìn)一步探討合作寫(xiě)作對(duì)學(xué)生語(yǔ)篇的銜接和連貫的影響效果。本文基于社會(huì)文化理論,銜接理論和交際理論,以高中學(xué)生為實(shí)驗(yàn)對(duì)象,主要探討以下兩個(gè)問(wèn)題:1)合作寫(xiě)作對(duì)高中生英語(yǔ)寫(xiě)作中語(yǔ)篇銜接性有什么影響?2)合作寫(xiě)作對(duì)高中生英語(yǔ)寫(xiě)作中語(yǔ)篇連貫性有什么影響?本研究采用Coh-Metrix 3.0分析了120名高中學(xué)生的作文試卷。同時(shí)通過(guò)SPSS 20.0對(duì)收集到的數(shù)據(jù)進(jìn)行分析。研究顯示:1)合作寫(xiě)作能夠有效的提高中學(xué)生英語(yǔ)寫(xiě)作中的語(yǔ)篇銜接性。2)合作寫(xiě)作能夠有效的提高中學(xué)生英語(yǔ)寫(xiě)作中的文章連貫性。本次研究的結(jié)果發(fā)現(xiàn),采用合作寫(xiě)作班級(jí)學(xué)生寫(xiě)作的語(yǔ)篇銜接性和文章的連貫性都有一定程度的提高。這表明合作寫(xiě)作能夠有效的...

【文章頁(yè)數(shù)】：124 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 An Overview of Writing
        1.1.1 Definition of Writing
        1.1.2 Writing Ability
        1.1.3 Approaches to Teaching Writing
    1.2 Collaborative Writing
        1.2.1 The Definition of Collaborative Writing
        1.2.2 The Patterns of Collaborative Writing
        1.2.3 The Effects of Collaborative Writing on Second LanguageDevelopment
        1.2.4 Collaborative Writing and Peer Feedback
    1.3 Discourse Competence
        1.3.1 The Definition of Discourse
        1.3.2 The Components of Discourse Competence
Chapter Two Theoretical Bases
    2.1 Sociocultural Theory
        2.1.1 Mediation
        2.1.2 Internalization
        2.1.3 Zone of Proximal Development
        2.1.4 Scaffolding
    2.2 The Cohesion Theory
    2.3 Interaction Hypothesis
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Research Subjects
        3.1.3 Research Instruments
    3.2 Research Procedures
        3.2.1 Teaching Procedures
        3.2.2 Data Collection
        3.2.3 Data Analysis
Chapter Four Results& Discussion
    4.1 The Effects of Collaborative Writing on Students’TextualCohesion
    4.2 The Effects of Collaborative Writing on Students’TextualCoherence
    4.3 Discussion of the Effect of Collaborative Writing on Cohesionand Coherence
Conclusion
References
Appendix Ⅰ Teaching Design for the Experimental Class
Appendix Ⅱ Teaching Design for the Control Class
Appendix Ⅲ Pre-Test
Appendix IV Immediate Post-Test
Appendix V Delayed Post-Test
Acknowledgements



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