【摘要】：英語寫作是我國英語學習者最難掌握的語言技能,引起了我國英語教育者的廣泛關注。許多學者研究了讀寫結合的教學方法,如讀寫的關系、讀寫結合的教學模式探索以及讀寫結合寫作的語言特征和測試效度研究。本研究根據(jù)輸入和輸出假設,采用行動研究的方法,探討“閱讀-分析-討論-仿寫”的“以讀促寫”的教學方法對高中英語寫作的影響。本研究共探討三個研究問題:(1)“閱讀-分析-討論-仿寫”的“以讀促寫”模式能否提高學生的寫作句式表達多樣化?(2)“閱讀-分析-討論-仿寫”的“以讀促寫”模式能否提高學生在英語寫作中銜接手段的使用?(3)學生對“閱讀-分析-討論-仿寫”的教學模式是什么態(tài)度?本研究對廣東省茂名市第十中學60位學生開展了10周的行動研究,通過問卷調查了解他們在寫作過程中遇到的困難,選定了話題作文和議論文體裁進行訓練。第一輪為期5周,訓練了節(jié)假日、自然災害、出國留學和健康生活等話題寫作;第二輪為期5周,訓練了利弊類、正反類、觀點類和對比類等議論文寫作。訓練結束后,進行了測試、調查問卷和訪談。對收集到的數(shù)據(jù)進行了定量和定性分析結果顯示:首先,這種教學模式能有效提高了學生的寫作句型多樣化。其次,這種教學模式可以有效地提高學生寫作的銜接手段。此外,“以讀促寫”訓練對學生的英語寫作態(tài)度產(chǎn)生了正面的影響。本研究給我們的啟示是“閱讀-分析-討論-模仿”教學模式對英語教師提出了更高的要求,講解時多向學生介紹句型和連接手段的使用,從閱讀中獲得的知識來為寫作鋪墊。同時,模仿是語言學習的有效途徑。將內容創(chuàng)造與語言模仿有機結合,從而提高他們寫作的流利程度。最后,教師要保證學生有充足的時間來進行閱讀和寫作訓練。
[Abstract]:English writing is one of the most difficult language skills for English learners in China. Many scholars have studied the teaching methods of the combination of reading and writing, such as the relationship between reading and writing, the exploration of the teaching mode of the combination of reading and writing, and the study of language characteristics and test validity of the combination of reading and writing. Based on the input and output assumptions, the present study explores the effects of reading, analysis, discussion and imitation on senior high school English writing. This study explores three research questions: (1) can the "reading promote writing" mode of "reading-analysis-discussion-imitation writing" improve students' diversity of sentence expressions in writing? (2) "reading-analysis-discussion-imitation writing" can improve students' expression diversity of sentence patterns in writing? (2) "Reading-analysis-discussion-imitation writing" Can the "Reading promote Writing" model improve the use of cohesive devices in English writing? (3) what is the attitude of the students to the teaching mode of "Reading, Analytical, Discussion-Imitation Writing"? The present study conducted a 10-week action study on 60 students of No. 10 Middle School in Maoming City, Guangdong Province. Through a questionnaire survey to find out the difficulties they encountered in the process of writing, we selected the topic composition and argumentative genre for training. The first round lasted five weeks, training topics such as holidays, natural disasters, studying abroad and healthy life, and the second round lasted five weeks, training the pros and cons, the viewpoint and the contrast. After the training, tests, questionnaires and interviews were conducted. The quantitative and qualitative analysis of the collected data shows that, first of all, this teaching model can effectively improve the diversity of students' writing sentence patterns. Secondly, this teaching mode can effectively improve the cohesive devices of students' writing. In addition, the training of reading and writing has a positive effect on students' English writing attitude. The teaching model of "reading, analysis, discussion and imitation" puts forward higher requirements for English teachers. It introduces to students the use of sentence patterns and connective means, and the knowledge gained from reading can pave the way for writing. At the same time, imitation is an effective approach to language learning. Combine content creation with language imitation to improve their fluency in writing. Finally, teachers should ensure that students have enough time to read and write.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41

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