隨著英語教育改革不斷深化,因需施教的教學(xué)理念逐漸成為高校英語教學(xué)實(shí)踐與研究的熱點(diǎn)話題之一。進(jìn)入21世紀(jì)以來,“學(xué)術(shù)英語”在一些高校的課程設(shè)置中受到了越來越多的重視和青睞�！皩W(xué)術(shù)英語”課程的設(shè)置、開發(fā)、構(gòu)建、實(shí)施、推廣都已經(jīng)成為一種高校外語課程改革的發(fā)展趨勢(shì),符合高等教育內(nèi)涵發(fā)展和高端人才培養(yǎng)的需求�；仡檱鴥�(nèi)學(xué)術(shù)英語寫作教學(xué)的興起和發(fā)展,盡管對(duì)影響寫作因素的研究涉及學(xué)術(shù)環(huán)境、社會(huì)關(guān)系、學(xué)習(xí)者的身份目標(biāo)、寫作經(jīng)歷、導(dǎo)師角色等眾多方面,但是對(duì)每個(gè)影響因素的特點(diǎn)和作用的分析還不夠具體深入。本文以中介理論和支架理論為基礎(chǔ),著重分析教師在教學(xué)過程中所扮演的角色及其所帶來的影響。研究問題主要是:1)通過對(duì)詞匯復(fù)雜性、句法復(fù)雜性和語篇連貫程度的分析,研究教師干預(yù)怎樣影響學(xué)生的學(xué)術(shù)寫作質(zhì)量?2)研究教師在一對(duì)一教學(xué)中使用了哪些提示策略?3)學(xué)生對(duì)于一對(duì)一輔導(dǎo)中教師干預(yù)的建議和意見是什么?本研究選取三名參加吉林大學(xué)“學(xué)術(shù)英語寫作能力與素養(yǎng)提升計(jì)劃”的學(xué)生為研究對(duì)象,并對(duì)其進(jìn)行動(dòng)態(tài)追蹤。研究過程主要分為三個(gè)階段:首先對(duì)“一對(duì)一”輔導(dǎo)中教師如何干預(yù)進(jìn)行了記錄,觀察發(fā)現(xiàn)漸進(jìn)提示法是教師干預(yù)主要采取的方法。之后收... 

【文章來源】：吉林大學(xué)吉林省 211工程院校 985工程院校 教育部直屬院校

【文章頁數(shù)】：84 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
abstract
Chapter One Introduction
    1.1 Background of the Study
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Key Concepts
        2.1.1 Academic Writing
        2.1.2 Intervention
    2.2 Previous Studies on Academic Writing
    2.3 Previous Studies on Intervention
    2.4 Comments on Previous Researches
Chapter Three Theoretical Framework
    3.1 Mediation Theory
        3.1.1 Mediation and Intervention
        3.1.2 Zone of Proximal Development
        3.1.3 Graduated Prompt Approach
    3.2 Scaffolding Theory
    3.3 Application of the Theories to the Present Research
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Freeware Tools for Profiling the Lexical Complexity,Syntactic Complexity,and Coherence
        4.3.2 Prompt Strategies for Mediators of DA
        4.3.3 Interviews
    4.4 Research Procedures
    4.5 Data Collection and Data Analysis
        4.5.1 Data of LCA and L2SCA
        4.5.2 Data of Coherence
        4.5.3 Data of Teacher’s Prompt Strategies
        4.5.4 Data from the Interviews
Chapter Five Results and Discussions
    5.1 The Influence of Teacher Intervention
        5.1.1 The Influence of Teacher Intervention on the Lexical Complexity of Writings
        5.1.2 The Influence of Teacher Intervention on the Syntactic Complexity of Writings
        5.1.3 The Influence of Teacher Intervention on Coherence of Writings
    5.2 Analysis of Prompt Strategies
        5.2.1 Application of Prompt Strategies
        5.2.2 Relationship between Teacher Intervention and Writing Ability
    5.3 Analysis of the Interviews
        5.3.1 Advantages of Teacher Intervention in One-on-One Tutoring
        5.3.2 Ameliorative Opinions of Teacher Intervention in One-on-One Tutoring
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
References
AppendixⅠ
AppendixⅡ
作者簡介
Acknowledgements



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