我國中學提倡學生“用英語做事情”,英語應(yīng)用文寫作是英語課程的重要組成部分。然而不少學者與教師認為,以語法為導向的寫作教學模式在英語應(yīng)用文寫作教學效果欠佳。此外,高中英語新課標強調(diào)思維品質(zhì)的培養(yǎng)與課程內(nèi)容的語境化,也對英語應(yīng)用文寫作教學的改革提出了要求。隨著理論與實踐的發(fā)展,新的寫作教學法陸續(xù)出現(xiàn),其中,Badger&White提出的過程體裁法,在近年來受到廣泛的關(guān)注。過程體裁法的跨學科理論特征,為整合各種教學法的優(yōu)點提供了可能。基于近年來學界的理論構(gòu)想和教育界的實踐經(jīng)驗,本研究將過程體裁法應(yīng)用于高中英語應(yīng)用文寫作教學,進行了為期12周的實驗,試圖回答以下兩個問題:1、過程體裁法能否顯著提高英語應(yīng)用文寫作能力?2、通過過程體裁法教學,學生對英語應(yīng)用文寫作的態(tài)度是否會轉(zhuǎn)變?經(jīng)過結(jié)果分析,本研究得出以下兩個主要結(jié)論:1、過程體裁法能顯著提高英語應(yīng)用文寫作能力。2、過程體裁法教學能使學生對應(yīng)用文寫作能力的提高更有信心,對英語應(yīng)用文寫作更感興趣。研究表明,過程體裁法中的先寫后學、體裁分析與多稿寫作等一系列教學步驟能有效提高英語應(yīng)用文寫作能力,激發(fā)學生寫作的興趣并增強學生的信心。

【文章頁數(shù)】：91 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Research background
    1.2 Research objectives
    1.3 Research significance
    1.4 Organization of the thesis
Chapter Two Literature Review
    2.1 Relevant researches abroad on process-genre approach
    2.2 Relevant researches at home on process-genre approach
    2.3 Limitations of previous researches
Chapter Three Theoretical Framework
    3.1 Writing cognitive process model
    3.2 Martin’s genre analysis framework
    3.3 The connection of the two theories
Chapter Four Methodology
    4.1 Research questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Writing tests
        4.3.2 Questionnaires
        4.3.3 Interviews
        4.3.4 Classroom observation
    4.4 Research procedures
    4.5 Instructional design
        4.5.1 Teaching procedures in the experimental class
        4.5.2 Teaching procedures in the control class
    4.6 Data collection and analysis
Chapter Five Data Analysis and Discussion
    5.1 Analysis of the questionnaires
    5.2 Analysis of the tests
        5.2.1 The pre-test in the experimental class and the control class
        5.2.2 The results of the post-test in the experimental class and the control class
    5.3 Analysis of classroom observation
    5.4 Analysis of the interview
    5.5 Discussion
        5.5.1 Differences in practical English writing ability between the experimental class and the control class
        5.5.2 Differences in attitude towards practical English writing between the experimental class and the control class
Chapter Six Conclusions
    6.1 Major findings
    6.2 Pedagogical implications
    6.3 Suggestions for further studies
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
作者簡介及攻讀碩士學位期間取得的研究成果



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