本文關(guān)鍵詞：誦讀在初中話題式英語寫作中的應(yīng)用　出處：《山東師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 誦讀 初中生 話題式英語寫作 輸入 輸出

【摘要】：誦讀被應(yīng)用于外語教學(xué)已有幾百年的歷史,理論上被認(rèn)為有助于外語學(xué)習(xí)者提高寫作能力�？v觀我國初等中學(xué)英語教學(xué)的研究,針對誦讀法與學(xué)生寫作能力培養(yǎng)的實(shí)證研究并不多見。鑒于此,筆者擬將誦讀和英語寫作相結(jié)合,采用實(shí)驗(yàn)法對初中生英語話題寫作能力進(jìn)行深入研究,探究誦讀在初中話題式英語寫作中的作用。本研究在山東師范大學(xué)第二附屬中學(xué)八年級九班和十班學(xué)生中進(jìn)行為期為8周的教學(xué)實(shí)驗(yàn),以檢驗(yàn)誦讀法在提高初中生英語話題寫作能力方面的作用。兩個(gè)班的120名學(xué)生按照自然班的劃分分屬于實(shí)驗(yàn)班(n=60)和控制班(n=60)。實(shí)驗(yàn)之前,筆者分別對兩個(gè)班級的學(xué)生進(jìn)行了英語話題式作文的測試,并展開問卷調(diào)查,以了解初中生在英語寫作過程中的問題和對誦讀、話題式英語寫作的態(tài)度等。實(shí)驗(yàn)之后,兩個(gè)班級再次參加了英語話題式寫作的測試,同時(shí),為檢驗(yàn)誦讀教學(xué)效果,實(shí)驗(yàn)班的學(xué)生還參與了相關(guān)的問卷調(diào)查。實(shí)驗(yàn)期間,筆者擔(dān)任實(shí)驗(yàn)班的實(shí)習(xí)教師,另一名教師擔(dān)任控制班的實(shí)習(xí)教師,且實(shí)驗(yàn)班按照實(shí)驗(yàn)計(jì)劃實(shí)施教學(xué),控制班不進(jìn)行有關(guān)誦讀訓(xùn)練。兩個(gè)班級的學(xué)生采用相同的教材,但實(shí)驗(yàn)班較為注重誦讀法。實(shí)驗(yàn)數(shù)據(jù)分析發(fā)現(xiàn):實(shí)驗(yàn)前,實(shí)驗(yàn)班和控制班話題式英語寫作水平?jīng)]有顯著差異,兩個(gè)班級學(xué)生在英語寫作過程中有多種類似障礙,而且大部分學(xué)生不喜歡誦讀和話題式英語寫作;實(shí)驗(yàn)后,實(shí)驗(yàn)班的話題式英語寫作平均成績明顯高于控制班,學(xué)生寫作過程中的困難明顯減少,且對誦讀和話題式英語寫作練習(xí)有很大改觀。由此可得出結(jié)論:(1)誦讀能夠提高學(xué)生的話題式英語寫作能力;(2)誦讀能夠激發(fā)學(xué)生英語寫作興趣;(3)誦讀有助培養(yǎng)學(xué)生的綜合語言運(yùn)用能力。本文主要從以下幾個(gè)部分展開:第一章:引言部分,介紹研究背景、研究問題、研究目的和研究意義。第二章:文獻(xiàn)綜述部分,界定誦讀和話題式英語寫作的概念,介紹國內(nèi)外關(guān)于誦讀研究的成果和不足。第三章:理論基礎(chǔ)部分,簡要介紹支撐誦讀在話題式英語寫作中應(yīng)用的三大理論:輸入輸出理論、建構(gòu)主義認(rèn)識發(fā)生論、學(xué)習(xí)觀和圖式理論。第四章:研究設(shè)計(jì)部分,闡釋本次研究的研究對象、研究工具、研究步驟和數(shù)據(jù)收集等幾方面內(nèi)容。第五章:研究結(jié)果與討論部分,具體分析數(shù)據(jù),討論實(shí)驗(yàn)結(jié)果,并明確回答研究問題。第六章:研究結(jié)論部分,主要介紹本研究的結(jié)論和局限性。本研究的不足之處主要有三,一是誦讀不能使所有學(xué)生獲得較大程度的提高;二是誦讀材料的選擇和誦讀時(shí)間的限制,影響誦讀效果;三是英語寫作練習(xí)次數(shù)有限,影響誦讀效果。
[Abstract]:Reading has been applied to foreign language teaching for hundreds of years, and it is thought to help foreign language learners to improve their writing ability. In view of the study of English Teaching in primary middle schools in China, there are few empirical studies on the practice of reading and the cultivation of students' writing ability. In view of this, the author intends to combine reading and English writing, and use experimental method to conduct in-depth research on junior middle school students' topic writing ability, and explore the role of reading in junior middle school topic based English writing. In this study, 8 weeks' teaching experiment was conducted in class nine and ten of grade eight in the Second Affiliated Middle School of Shandong Normal University to test the effect of reading method on Improving Junior Middle School Students' topic writing ability. 120 students in two classes were divided into the experimental class (n=60) and the control class (n=60) according to the division of natural classes. Before the experiment, the author conducted tests on English topic composition in two classes, and launched a questionnaire survey to understand junior high school students' problems in English writing process and their attitudes towards reading and topic based English writing. After the experiment, two classes took part in the test of English topic writing. At the same time, in order to test the effect of reading teaching, the students in the experimental class participated in the related questionnaire survey. During the experiment, I served as an intern teacher in the experimental class, and another teacher acted as an intern teacher in the control class, and the experimental class implemented the teaching according to the experimental plan, while the control class did not carry on the reading training. The students in the two classes use the same teaching materials, but the experimental class pays more attention to the reading method. Experimental data analysis showed that: before the experiment, there was no significant difference between the experimental class and the control class topic type English writing level, two classes have many similar obstacles in the process of English writing, and most of the students do not love reading and writing English style topic; after the experiment, the topic type English experimental class average score was significantly higher than that of the control class writing the students, in the process of writing and reading difficulties were significantly reduced, and the topic of English writing has greatly improved. It can be concluded that: (1) recitation can improve students' topic English writing ability; (2) recitation can stimulate students' interest in English writing; (3) recitation helps to cultivate students' comprehensive language proficiency. This article is mainly carried out from the following parts: Chapter 1: introduction, introducing the research background, research issues, research purposes and research significance. The second chapter: part of the literature review, to define the concept of reading and topic style English writing, and to introduce the achievements and shortcomings of the study on reading and reading at home and abroad. The third chapter: the theoretical foundation part, briefly introduces the three major theories of supporting reading in topic based English Writing: input and output theory, constructivist epistemology, learning view and schema theory. The fourth chapter: the research design part, interprets the research object, the research tool, the research step and the data collection and so on. The fifth chapter: the research result and the discussion part, the concrete analysis data, the discussion experiment result, and answer the research question clearly. The sixth chapter: the conclusion part of the study, mainly introduces the conclusions and limitations of this study. The shortcomings of this study are mainly three. First, recitation can not improve all students; two, the choice of reading materials and the restriction of reading time affect reading effect. Three, the number of exercises in English writing is limited, which affects the effect of reading.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

【相似文獻(xiàn)】

相關(guān)期刊論文 前3條

1 劉育明;運(yùn)用弗斯坦工具強(qiáng)化訓(xùn)練智力的實(shí)驗(yàn)研究[J];心理科學(xué)通訊;1988年06期

2 王曉平,張緒揚(yáng);概念的控制掌握與智力開發(fā)[J];心理科學(xué)通訊;1987年01期

3 ;[J];;年期

相關(guān)重要報(bào)紙文章 前1條

1 記者 褚艷;小學(xué)初中每學(xué)年只準(zhǔn)考1次[N];山西經(jīng)濟(jì)日報(bào);2010年

相關(guān)碩士學(xué)位論文 前9條

1 滕茂華;教師書面反饋對非英語專業(yè)大學(xué)生寫作的影響研究[D];長春師范大學(xué);2015年

2 李曉春;高中英語合作學(xué)習(xí)中“個(gè)體責(zé)任”的實(shí)證研究[D];河北師范大學(xué);2015年

3 楊麗君;大班幼兒節(jié)奏感培養(yǎng)的實(shí)驗(yàn)研究[D];鞍山師范學(xué)院;2015年

4 張春梅;探討朗讀對閱讀理解能力的影響[D];上海師范大學(xué);2016年

5 史良云;誦讀在初中話題式英語寫作中的應(yīng)用[D];山東師范大學(xué);2016年

6 曹雪梅;智力類型與教學(xué)干預(yù)的實(shí)驗(yàn)研究[D];首都師范大學(xué);2002年

7 徐yN;英語聽解釋碼過程中表達(dá)式的作用分析與應(yīng)用研究[D];延邊大學(xué);2011年

8 宋新宇;以學(xué)生為中心的初中英語課堂教學(xué)探究[D];河北師范大學(xué);2007年

9 賈子婧;非英語專業(yè)大學(xué)生多義詞記憶效果的認(rèn)知研究[D];延邊大學(xué);2012年

，

本文編號：1339353