整体听写对高中生英语写作水平影响的实证研究

发布时间：2024-10-05 06:43

　　随着课改的进行,高中英语教学受到了越来越多的关注,作为语言输出能力之一的英语写作更应该得到重视。因此,为了提高学生的英语写作水平,一些研究者尝试了不同的英语写作教学方法,整体听写就是其中之一。整体听写在传统听写的基础上发展而来,但两者之间存在着明显的区别。整体听写是一种以篇章为基础,以任务为基础,以学生为中心的教学方法,目的是为了帮助学习者注意语言的形式和意义。纵观国内外相关研究,整体听写是一种有效的外语教学方法。许多研究证明整体听写能够提高学生听、说、读、写综合语言能力。其中关于整体听写对英语写作的影响的研究都是与传统的英语写作教学方法作对比,证明该方法适用于高中英语写作课堂。另外,许多研究者根据教学需要对整体听写的步骤进行了修改,即对整体听写的各阶段提出不同的要求,并指出重构阶段是整体听写的关键。因此,本研究在已有研究的基础上将整体听写应用于高中英语写作教学,并对两个教学班在短文重构阶段分别提出不同的要求,旨在探讨重构阶段要求不同的整体听写对学生的写作过程以及写作水平的影响。本文共提出三个研究问题:第一、在整体听写的短文重构阶段,小组成员之间的协商过程及重构的短文有何特点?第二、整体...

【文章页数】：86 页

【学位级别】：硕士

【文章目录】：
Abstract in English
Abstract in Chinese
1. Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the research
        1.2.1 Purpose of the research
        1.2.2 Significance of the research
    1.3 Organization of the thesis
2. Literature Review
    2.1 Dictogloss
        2.1.1 Definition of dictogloss
        2.1.2 Variations of dictogloss
        2.1.3 Features of dictogloss
        2.1.4 Procedures of dictogloss
    2.2 Previous researches on dictogloss
        2.2.1 Related researches abroad
        2.2.2 Related researches at home
3. Theoretical Basis
    3.1 Schema theory
    3.2 Input and output hypothesis
    3.3 Cooperative learning
4. Research Methodology
    4.1 Research questions
    4.2 Research subjects
    4.3 Research instruments
        4.3.1 Classroom recording
        4.3.2 Questionnaires
        4.3.3 Pre-test
        4.3.4 Post-test
    4.4 Materials of dictogloss
    4.5 Research procedures
        4.5.1 Preparation
        4.5.2 Experiment
        4.5.3 Data collection
    4.6 Teaching procedures
5. Results and Discussions
    5.1 Results from classroom recording
        5.1.1 Analysis of students’ negotiation process
        5.1.2 Analysis of students’ reconstructed texts
        5.1.3 Discussions on classroom recording
    5.2 Results from questionnaires
        5.2.1 Analysis of planning before writing
        5.2.2 Analysis of translating while writing
        5.2.3 Analysis of reviewing after writing
        5.2.4 Discussions on questionnaires
    5.3 Results from tests
        5.3.1 Analysis of pre-test scores between EC and CC
        5.3.2 Analysis of post-test scores between EC and CC
        5.3.3 Analysis of pre-test and post-test of EC
        5.3.4 Analysis of pre-test and post-test of CC
        5.3.5 Discussions on tests
    5.4 Summary
6. Conclusion
    6.1 Major findings
    6.2 Pedagogical implications of the research
    6.3 Limitations of the research and suggestions for further research
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Acknowledgements
Publications



本文编号：4007663