英語寫作作為一項產(chǎn)出性技能,一直是高中英語教學(xué)中的重點和難點。當(dāng)前的高中英語寫作教學(xué)成效不大,因此教學(xué)工作者及研究者不斷地探索新的教學(xué)方法來幫助學(xué)生更好地提高英語寫作技能。美國語言學(xué)家史蒂芬·克拉申曾于1981年提出了“窄式閱讀”的外語學(xué)習(xí)策略,即通過閱讀同一風(fēng)格、同一主題或某位作家的多部作品來提高閱讀能力的一種策略。近些年,大多數(shù)國內(nèi)外學(xué)者將窄式閱讀這一學(xué)習(xí)策略用于詞匯附帶習(xí)得及英語閱讀教學(xué)中,而將其應(yīng)用到寫作教學(xué)中的研究卻甚少。本研究中的基于窄式閱讀的“以讀促寫”模式強(qiáng)調(diào)閱讀和寫作是一個整體,它要求學(xué)生在寫作之前閱讀一系列關(guān)于某個主題的文章,在語言輸出之前進(jìn)行語言的大量輸入,將閱讀理解與寫作產(chǎn)出緊密結(jié)合,語言學(xué)習(xí)與語言運用緊密結(jié)合,以達(dá)到以讀促寫、以寫促學(xué)的目的。本研究將基于窄式閱讀的“以讀促寫”模式應(yīng)用于高中英語寫作教學(xué)中,旨在驗證以下3個假設(shè):1.基于窄式閱讀的“以讀促寫”模式能夠影響高中生對英語寫作的態(tài)度。2.基于窄式閱讀的“以讀促寫”模式能夠提高高中生的英語寫作能力。3.基于窄式閱讀的“以讀促寫”模式能夠?qū)Ω咧猩⒄Z寫作的語言、內(nèi)容和篇章結(jié)構(gòu)產(chǎn)生影響。筆者在通遼市一所普通高...

【文章頁數(shù)】：86 頁

【學(xué)位級別】：碩士

【文章目錄】：
中文摘要
abstract
ChapterⅠ Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Structure of the Thesis
ChapterⅡ Literature Review
    2.1 Related Concepts
        2.1.1 Definition of Writing
        2.1.2 Definition of Writing Ability
        2.1.3 Definition of Narrow Reading
        2.1.4 Benefits of Narrow Reading
    2.2 Approaches to English Writing Teaching
        2.2.1 Product Approach
        2.2.2 Process Approach
        2.2.3 Genre Approach
        2.2.4 Length Approach
        2.2.5 Reading-to-Write Approach
    2.3 Theoretical Frameworks
        2.3.1 Krashen’s Input Hypothesis
        2.3.2 Schema Theory
        2.3.3 Swain’s Output Hypothesis
    2.4 Related Research on Narrow Reading Abroad and at Home
        2.4.1 Related Researches on Narrow Reading Abroad
        2.4.2 Related Researches on Narrow Reading at Home
ChapterⅢ Research Methodology
    3.1 Research Aims and Hypotheses
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Test
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Pre-questionnaire
        3.4.2 Pre-test
        3.4.3 Materials for the Experiment
        3.4.4 Teaching Procedures
        3.4.5 Post-questionnaire
        3.4.6 Post-test
        3.4.7 Interview
    3.5 English Writing Scoring Criteria
    3.6 Data Collation
    3.7 A Case of an Instructional Design of Reading-to-Write Model of Writing Class
ChapterⅣ Results and Discussion
    4.1 Correlation Analysis between Writing Attitude and WritingPerformance
    4.2 Results and Discussion of Writing Tests
        4.2.1 Results and Discussion of Pre-tests
        4.2.2 Results and Discussion of Post-tests
    4.3 Results and Discussion of Questionnaire
    4.4 Results and Discussion of Interview
ChapterⅤ Conclusion
    5.1 Major Findings
    5.2 Suggestions for English Writing Teaching
    5.3 Limitations and Suggestions
Bibliography
Appendix1 Holistic English Writing Scoring Criteria
Appendix2 Analytic English Writing Scoring Criteria
Appendix3 Questionnaire
Appendix4 Sample of Reading Material
Appendix5 Writing Tests
Appendix6 Interview
Appendix7 Excerpt of Interview
Acknowledgements



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