本文關(guān)鍵詞：基于背誦的分層聽(tīng)寫對(duì)初中生英語(yǔ)寫作能力影響的行動(dòng)研究　出處：《廣州大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：《英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》對(duì)初中學(xué)生的寫作能力提出了明確的要求,要求學(xué)生能根據(jù)圖畫或文字所提供的信息,寫出話題作文。在學(xué)生的作文中,作者發(fā)現(xiàn),學(xué)生沒(méi)足夠的與話題有關(guān)的詞匯,不會(huì)恰當(dāng)?shù)厥褂靡褜W(xué)過(guò)的句型表達(dá)他們想要表達(dá)的事情,有時(shí),他們所寫的一些句子也有很多語(yǔ)法錯(cuò)誤,還經(jīng)常出現(xiàn)中式英語(yǔ)�；趯W(xué)生的這種寫作情況,作者試圖研究基于背誦的分層聽(tīng)寫并找出其能否提高初中學(xué)生的英語(yǔ)寫作能力。該研究對(duì)近年來(lái)國(guó)內(nèi)外的相關(guān)實(shí)證研究進(jìn)行文獻(xiàn)綜述,其理論基礎(chǔ)為輸入理論、輸出理論、認(rèn)知信息處理理論�；谶@些理論基礎(chǔ),作者提出了以下研究問(wèn)題:(1)基于背誦的分層聽(tīng)寫能否幫助學(xué)生提高他們的英語(yǔ)寫作能力(2)英語(yǔ)寫作的哪些方面有顯著提高?本研究為行動(dòng)研究,研究對(duì)象為來(lái)自汕頭市的一所初級(jí)中學(xué)初三的50名學(xué)生,實(shí)驗(yàn)進(jìn)行了15周。本研究為兩個(gè)階段的逐漸增難的背誦和聽(tīng)寫的訓(xùn)練。第一階段,作為初步調(diào)查,進(jìn)行了前測(cè)和小組訪談,學(xué)生進(jìn)行了為期十周的基于背誦的分層聽(tīng)寫的訓(xùn)練以增加學(xué)生對(duì)相關(guān)話題的詞匯,句型及篇章結(jié)構(gòu)的積累。同時(shí),進(jìn)行分層聽(tīng)寫,從簡(jiǎn)單到更難程度地檢測(cè)學(xué)生的背誦。學(xué)生每?jī)芍鼙痴b一篇話題范文,每個(gè)第一周學(xué)生進(jìn)行話題范文中話題相關(guān)的單詞、短語(yǔ)和句型結(jié)構(gòu)的聽(tīng)寫,每個(gè)第二周進(jìn)行整篇范文的聽(tīng)寫,以此類推。之后,進(jìn)行了后測(cè)和小組訪談,根據(jù)其結(jié)果和數(shù)據(jù)對(duì)訓(xùn)練過(guò)程和效果進(jìn)行反思。在第二階段,學(xué)生進(jìn)行了為期五周的背誦訓(xùn)練,通過(guò)背誦前幫助學(xué)生分析范文使學(xué)生更加注意逐漸增難地從詞匯,句型及篇章結(jié)構(gòu)來(lái)背誦相關(guān)話題作文。進(jìn)行分層聽(tīng)寫,從簡(jiǎn)單到更難程度地檢測(cè)學(xué)生的背誦。接著,再進(jìn)行后測(cè)和小組訪談并進(jìn)行反思。使用了SPSS 19.0的配對(duì)樣本T檢驗(yàn)分析法分別對(duì)前測(cè)和中測(cè)、中測(cè)和后測(cè)以及前測(cè)和后測(cè)的數(shù)據(jù)進(jìn)行兩兩對(duì)比。研究結(jié)果顯示,基于背誦的分層聽(tīng)寫能幫助學(xué)生提高他們的英語(yǔ)寫作水平,在語(yǔ)言使用,內(nèi)容和結(jié)構(gòu)這三方面都有提高,并且在內(nèi)容這一方面提高最顯著。在小組訪談中,大部分學(xué)生也對(duì)基于分層聽(tīng)寫和對(duì)英語(yǔ)寫作的積極影響持積極態(tài)度。因此,我們得出以下的啟示總結(jié):基于背誦的分層聽(tīng)寫是一種有效的教授和學(xué)習(xí)英語(yǔ)寫作的方法。傳統(tǒng)的方法如果創(chuàng)新地用于適合學(xué)生的需求也可以產(chǎn)生驚人的結(jié)果;一線教師應(yīng)該被授權(quán)去嘗試新的方法來(lái)驗(yàn)證理論的實(shí)用性或在以證據(jù)為基礎(chǔ)的行動(dòng)研究中得出自己的假設(shè)。要進(jìn)一步研究背誦和聽(tīng)寫,最大限度地發(fā)揮背誦在英語(yǔ)教學(xué)和學(xué)習(xí)中有效性。
[Abstract]:"English Curriculum Standard (experimental draft)" put forward clear requirements for junior high school students' writing ability, students can according to the pictures or text information provided, write the topic composition. The author found in students' writing, students don't have enough, and topic related words, not the proper use of learned the expressions they want to express things, sometimes, they wrote some sentences there are many grammatical errors, also often appear in Chinese English. The students' writing status based on, the author attempts to study stratification based on and find the dictation recitation can improve junior middle school students' English writing ability. The literature review the research related empirical research in recent years at home and abroad, the theoretical basis for the input and output theory, cognitive theory, information processing theory. Based on these theories, the author puts forward the following research questions: (1) based on recitation Whether the hierarchical dictation help students improve their English writing ability (2) have significantly improved what aspects of writing English? The research into action, the subjects were 50 students grade a junior high school from the city of Shantou, the experiment was conducted for 15 weeks. On the two stages of the training gradually increased to the recitation and dictation. The first stage, as a preliminary investigation carried out pretest and group interviews, students for a period of ten weeks of training based on hierarchical dictation recitation to increase students on topics related to vocabulary, sentence patterns and discourse structure accumulation. At the same time, stratified dictation, from simple to more difficult degree test the students recite. Students every two weeks to recite a topic of essay, the first week of each student topic related words in essay topic, phrases and sentence structures for the whole second weeks each dictation, dictation. , and so on. After that, a post test and interviews, according to the reflection of the effect of the training process and its results and data. In the second stage, students for a period of five weeks of training before the recitation, by reciting to help students make students pay more attention to analysis of samples increased gradually from the difficult vocabulary, sentence patterns and discourse structure to recite related topic composition. Stratified dictation, from simple to more difficult degree of testing students recite. Then, reflect again after test and group interviews. And used SPSS 19 paired samples T test analysis of the pretest and test, pretest and posttest, pre-test and post test data for the 22 comparison. The results showed that the layered dictation recitation can help students improve their English writing proficiency in the use of language, based on the content and structure of the three aspects to improve, and improve the content in this respect The most significant group. In the interview, most of the students are based on layered dictation and positive effect on English writing positively. Therefore, we can draw the following conclusion: the enlightenment based on hierarchical dictation recitation is an effective teaching and learning of English writing methods. The traditional method for innovation if fit the needs of students can also produce amazing results; teachers should be empowered to try new methods to verify the practicability of the theory or in the evidence as the basis for action research in draw their own assumptions. To further study recitation and dictation, to maximize the effectiveness of Recitation in English teaching and learning.

【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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