本文選題：“以讀促寫” + 語言準(zhǔn)確性��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：過去,閱讀和寫作作為獨(dú)立的語言技能被分開教學(xué):閱讀被認(rèn)為是一種接受性技能旨在理解吸收信息,而寫作被認(rèn)為是一種產(chǎn)出性技能,主要用于傳遞信息。然而從二十世紀(jì)八十年代起,許多學(xué)者研究了閱讀和寫作之間的聯(lián)系并提出閱讀對(duì)寫作水平的提高有顯著的效果,反之亦然。從那以后,“以讀促寫”的教學(xué)方法被廣為傳之。但“以讀促寫”的教學(xué)方法運(yùn)用于高中英語寫作教學(xué)的相關(guān)研究尚不多見,因此本研究以輸入、輸出假說以及語篇分析理論為理論基礎(chǔ),試圖采用行動(dòng)研究的方法,探究“以讀促寫”運(yùn)用于高中英語寫作教學(xué)中的效果。以期回答以下研究問題:基于“以讀促寫”的英語寫作教學(xué)方法是否能夠有效提高高中生的英語寫作能力?如果能,學(xué)生的英語寫作能力具體在哪些方面提高了?針對(duì)以上問題,本研究對(duì)38名來自廣州市越秀外國(guó)語高一年級(jí)RW班的學(xué)生進(jìn)行了為期12周的行動(dòng)研究。為了提高學(xué)生的英語寫作能力,首先通過前調(diào)查問卷和前測(cè)了解學(xué)生在英語寫作時(shí)存在的問題,而后針對(duì)學(xué)生存在的問題,筆者進(jìn)行了三輪的行動(dòng)研究并且訓(xùn)練學(xué)生做各種寫作練習(xí)以及閱讀各類閱讀材料。每一輪的側(cè)重點(diǎn)都不同:第一輪行動(dòng)研究旨在提高學(xué)生英語寫作的語言準(zhǔn)確性;第二輪為了增加學(xué)生英語寫作的句式多樣性;第三輪意在促進(jìn)學(xué)生英語寫作的篇章連貫性。三輪行動(dòng)研究旨在改善當(dāng)前英語寫作中學(xué)生不愿寫,不會(huì)寫的現(xiàn)狀。本研究通過訓(xùn)練學(xué)生在寫作前先閱讀與寫作話題有關(guān)的閱讀材料,提取其中有用的詞句,短語,句式以及篇章銜接技巧并運(yùn)用于寫作中,從而提升學(xué)生的英語寫作能力。結(jié)果表明:1)基于“以讀促寫”的英語寫作方法是一個(gè)有效的教學(xué)方法,它能夠提高學(xué)生的英語寫作成績(jī)以及促進(jìn)學(xué)生的英語寫作能力。2)基于“以讀促寫”的英語寫作教學(xué)方法對(duì)學(xué)生的語言準(zhǔn)確性、句式多樣性與篇章連貫性等三個(gè)方面有積極的影響。
[Abstract]:In the past, reading and writing were taught separately as independent language skills: reading was considered to be a receptive skill aimed at understanding and absorbing information, while writing was considered to be a productive skill, mainly used to convey information. However, since the 1980s, many scholars have studied the relationship between reading and writing and pointed out that reading has remarkable effect on the improvement of writing level, and vice versa. Since then, the teaching method of "reading and writing" has been widely spread. However, there are few researches on the application of reading to writing in senior high school English writing teaching. Therefore, the present study is based on the input, output hypothesis and discourse analysis theory, and attempts to adopt the method of action research. To explore the effect of reading and writing in high school English writing teaching. The purpose of this paper is to answer the following questions: can the teaching method of English writing based on "reading and writing" effectively improve high school students' English writing ability? If so, in what ways have students improved their English writing skills? In order to solve the above problems, 38 students from Guangzhou Yuexiu Foreign language Grade one Grade RW were studied for 12 weeks. In order to improve students' English writing ability, the problems existing in English writing are first investigated by pre-questionnaire and pre-test, and then the problems of students are analyzed. The author has conducted three rounds of action research and trained students to do various writing exercises and read all kinds of reading materials. The focus of each round is different: the first round of action research aims to improve the linguistic accuracy of students' English writing; the second round is to increase the diversity of sentence patterns in students' English writing; and the third round is to promote textual coherence in students' English writing. The three-round action study aims to improve the current situation of students' reluctance and inability to write in English writing. The present study aims to improve students' English writing ability by training them to read the reading materials related to writing topics before writing, and to extract useful phrases, phrases, sentence patterns and textual cohesion skills for the purpose of improving students' English writing ability. The result shows that the English writing method based on "reading and writing" is an effective teaching method. It can improve students' English writing scores and improve students' English writing ability. 2) English writing teaching method based on "reading and writing" can improve students' language accuracy. The diversity of sentence patterns and textual coherence have positive effects.
【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】：2017
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 莊英如;;高中英語讀寫結(jié)合寫作教學(xué)中閱讀源文的選擇與任務(wù)設(shè)計(jì)[J];基礎(chǔ)外語教育;2016年01期

2 王初明;;讀后續(xù)寫何以有效促學(xué)[J];外語教學(xué)與研究;2015年05期

3 路亞涵;;英語閱讀能力與寫作能力相關(guān)性研究綜述[J];甘肅高師學(xué)報(bào);2015年03期

4 王勤梅;;模因論對(duì)大學(xué)英語“讀寫結(jié)合”教學(xué)的啟示[J];湖北第二師范學(xué)院學(xué)報(bào);2015年03期

5 王莉;;以讀促寫,提高高中英語寫作教學(xué)的有效性[J];開封教育學(xué)院學(xué)報(bào);2014年07期

6 李子男;;“以讀促寫”與過程寫作法相結(jié)合的大學(xué)英語寫作教學(xué)新探[J];語文學(xué)刊(外語教育教學(xué));2013年07期

7 陳成輝;肖輝;;“聽說寫一體”寫作教學(xué)模式實(shí)驗(yàn)研究:模因論的視角[J];外語界;2012年06期

8 王初明;;讀后續(xù)寫——提高外語學(xué)習(xí)效率的一種有效方法[J];外語界;2012年05期

9 李大艷;王建安;;On Reading-Based Writing Instruction Model[J];讀與寫(教育教學(xué)刊);2012年02期

10 劉芳;;An application of Genre-based Teaching Approaches into the teaching of English reading and writing[J];科技信息;2010年17期

相關(guān)碩士學(xué)位論文 前1條

1 鄧佳妮;“以讀促寫”在初中英語教學(xué)中的實(shí)證研究[D];南京師范大學(xué);2012年

，

本文編號(hào)：1785648