寫作作為語(yǔ)言的基本技能之一,是高中英語(yǔ)教學(xué)的重要組成部分,也是體現(xiàn)學(xué)生綜合語(yǔ)言運(yùn)用能力的一個(gè)重要途徑。然而,學(xué)生的寫作能力不佳一直是困擾師生的一個(gè)難題。此外,閱讀,作為另一項(xiàng)語(yǔ)言的基本技能,在英語(yǔ)教學(xué)中扮演著重要角色。閱讀與寫作,作為語(yǔ)言的輸入和輸出環(huán)節(jié),在英語(yǔ)學(xué)習(xí)中是相互促進(jìn),密不可分的。而在實(shí)際英語(yǔ)教學(xué)中,閱讀和寫作常被分開教學(xué),且普遍存在重閱讀輕寫作的現(xiàn)象。本研究以輸入假設(shè)和輸出假設(shè)為理論基礎(chǔ),將結(jié)合英語(yǔ)報(bào)紙閱讀的“以讀促寫”應(yīng)用于高中英語(yǔ)寫作教學(xué)中來探討英語(yǔ)報(bào)紙閱讀對(duì)高中生英語(yǔ)寫作能力的影響。為了提高學(xué)生的閱讀興趣和提供更真實(shí)的語(yǔ)言輸入,本次研究將《21世紀(jì)英語(yǔ)報(bào)》引入了課堂作為寫前的閱讀材料�！�21世紀(jì)英語(yǔ)報(bào)》不僅具有報(bào)刊所特有的時(shí)效性,且題材廣泛,語(yǔ)言地道,難度適中,在中國(guó)中學(xué)中被使用廣泛。本次研究中,作者選取了成都市某中學(xué)高二年級(jí)一個(gè)班的同學(xué)作為研究對(duì)象,開展了為期三個(gè)月的基于報(bào)紙閱讀的“以讀促寫”的應(yīng)用研究。具體圍繞以下兩個(gè)問題:（1）高中生英語(yǔ)寫作的主要問題是什么?（2）基于報(bào)紙閱讀的“以讀促寫”對(duì)高中生寫作的內(nèi)容,結(jié)構(gòu),語(yǔ)言有什么影響?為了探究以上問題,本研究采用了... 

【文章來源】：四川師范大學(xué)四川省

【文章頁(yè)數(shù)】：79 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 A Review on Reading and Writing
        2.1.1 The Definition of Reading
        2.1.2 The Definition of Writing
        2.1.3 The Relationship Between Reading and Writing
    2.2 The Relationship Between English Newspaper Reading and Writing
        2.2.1 The Features of English Newspaper reading
        2.2.2 Research on the Influence of Newspaper Reading on Writing
    2.3 Reading-to-Write Approach
        2.3.1 Definition of Reading-to-Write Approach
        2.3.2 Process of Reading-to-Write Approach
        2.3.3 Research on Reading-to-Write Approach Abroad and at Home
    2.4 Theoretical Basis of the Research
        2.4.1 Input Hypothesis
        2.4.2 Output Hypothesis
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Writing Tests
        3.3.3 Interview
    3.4 Reading Materials
    3.5 Research Procedure
        3.5.1 Pre-experiment Stage
        3.5.2 While-experiment Stage
        3.5.3 Post-experiment Stage
    3.6 Data Collection and Data Analysis
Chapter Four Findings and Discussion
    4.1 The Main Problems in English Writing
    4.2 Effects of Reading-to-Write Approach on Students’Writing
        4.2.1 Improvement in Content
        4.2.2 Progress in Organization
        4.2.3 Changes of Language
Chapter Five Conclusion and Implication
    5.1 Major Findings
    5.2 Pedagogical Implication of the Research
    5.3 Limitations of the Research
    5.4 Suggestions for Further Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgements



本文編號(hào)：3550151