寫作在高中英語教學(xué)中具有十分重要的意義。在全國高考中,寫作在英語試題中占的比重很大,而且全國高考英語作文評(píng)分標(biāo)準(zhǔn)也涉及了寫作復(fù)雜度。此外,“高中英語課程標(biāo)準(zhǔn)”（2017版）第二層次的學(xué)術(shù)質(zhì)量要求學(xué)生能夠總結(jié)閱讀文本的主要內(nèi)容,或在閱讀后繼續(xù)寫短文。王初明（2000）研究表明讀后續(xù)寫就是提高寫作的一種有效方法。本研究以Krashen的輸入理論,Swain的輸出理論,王初明的續(xù)理論和Schmidt的注意假設(shè)理論為研究理論依據(jù),旨在通過教學(xué)實(shí)驗(yàn),研究在高中英語寫作中,讀后續(xù)寫中讀對(duì)寫的影響,讀后續(xù)寫對(duì)英語寫作詞匯復(fù)雜度的影響和讀后續(xù)寫對(duì)英語寫作句法復(fù)雜度的影響。本研究采用定量研究的方法對(duì)甘肅靈臺(tái)一中高二19,高二20這兩個(gè)班的80名學(xué)生分組進(jìn)行了實(shí)驗(yàn)。高二19班為實(shí)驗(yàn)組,高二20班為控制組。實(shí)驗(yàn)組和控制組都進(jìn)行了前測,后測和6周實(shí)驗(yàn)訓(xùn)練。但是實(shí)驗(yàn)訓(xùn)練的方法不一樣,實(shí)驗(yàn)組采用的是讀后續(xù)寫法進(jìn)行實(shí)驗(yàn)訓(xùn)練而控制組采用的是傳統(tǒng)的根據(jù)要點(diǎn)寫作法進(jìn)行實(shí)驗(yàn)訓(xùn)練。每個(gè)學(xué)生每次寫的作文都用批改網(wǎng)批改并收集了寫作成績。利用路曉飛博士發(fā)明的二語詞匯復(fù)雜度分析器和二語句法復(fù)雜度分析器對(duì)所有學(xué)生的前測和后測作文進(jìn)行了... 

【文章來源】：西北師范大學(xué)甘肅省

【文章頁數(shù)】：109 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 The Purpose of the Research
    1.3 The Significance of the Research
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Previous Studies on the Effect of Continuation Task on English Writing Abroadand at Home
        2.1.1 Definition of Continuation Task
        2.1.2 Previous Studies on the Effect of Continuation Task on English WritingAbroad
        2.1.3 Previous Studies on Effect of Continuation Task on English Writing atHome
    2.2 Previous Studies on English Writing Complexity Abroad and at Home
        2.2.1 Definition of English Writing Complexity
        2.2.2 Previous Studies on English Writing Complexity Abroad
        2.2.3 Previous Studies on Writing Complexity at Home
    2.3 Comments on the Previous Studies
Chapter Three Theoretical Foundation
    3.1 The Input Hypothesis and the Output Hypothesis
    3.2 The Continuation Theory
    3.3 The Attention Hypothesis
    3.4 Summary
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Research Instruments
        4.3.1 Pretest and Post-test
        4.3.2 Six Writing Tasks
        4.3.3 L2 Lexical Complexity Analyzer and Syntactic Complexity Analyzer
    4.4 Research Procedure
        4.4.1 Pretest
        4.4.2 Teaching Experiment
        4.4.3 Post-test
    4.5 Data Collection and Analysis
        4.5.1 Data Collection
        4.5.2 Data Analysis
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Results of the Effect of Reading on English Writing in the ContinuationTask
        5.1.2 Results of the Effect of Continuation Task on the Lexical Complexity ofEnglish Writing
        5.1.3 Results of the Effect of Continuation Task on the Syntactic Complexity ofEnglish Writing
    5.2 Discussion
Chapter Six Conclusions
    6.1 Main Findings of the Study
    6.2 Implications
    6.3 Limitations and Suggestions
References
Appendix Ⅰ Pre-test
Appendix Ⅱ Conventional Writing Tasks for the CG
Appendix Ⅲ Continuation Task Reading Material for the EG
Appendix Ⅳ Post-questionnaire
Appendix Ⅴ nterview Outline
Appendix Ⅵ Sample Writing of Random Students
Appendix Ⅶ Writing Scores of the EG
Acknowledgements
個(gè)人簡歷、在學(xué)期間發(fā)表的學(xué)術(shù)論文及研究成果


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碩士論文
[1]讀后續(xù)寫任務(wù)對(duì)高中生二語詞匯學(xué)習(xí)的影響研究[D]. 胡穎.黃岡師范學(xué)院 2018



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