运用口头英语作文来提高初中生英语写作水平的应用研究

发布时间：2024-11-02 03:17

　　众所周知,说和写是英语学习和交际的两种表达方式,说属于口头表达方式,写属于书面表达方式,两者相互独立,又相互促进。它们都贯穿于英语教学的全过程,而且新版的英语课程标准也对它们提出明确的要求。然而,在实际教学过程中,由于两者费时长,见效慢,老师们不愿花费更多的时间去训练学生们的口语和写作能力,更不能采取一定的教学方法,结合两者的互补优势,来提高学生们的成绩。导致学生们看到英语不敢说,面对作文不能写。针对这种学习现状,本研究结合说和写的特征,探讨通过口头英语作文的运用与实践,来提高学生们英语写作水平和英语写作成绩。本文作者在初中英语教学过程中,鼓励学生在课前以presentation的形式,结合课本中相关模块的话题进行口头作文的训练。并对其内容、呈现和评价方式不断尝试和改进。本文的研究假设是:(1)如果在初中英语课堂上使用口头作文,学生们会对所给话题的思想和内容有更加清晰的理解。(2)如果在初中英语课堂上使用口头作文,学生们将会更加准确的使用课本中相关话题的关键词和句子。(3)如果在初中英语课堂上使用口头作文,学生们将会对不同体裁的结构有更加深刻的理解。本研究采用实验法和访谈法。作者选取了呼...

【文章页数】：93 页

【学位级别】：硕士

【文章目录】：
中文摘要
Abstract
Chapter Ⅰ Introduction
    1.1 The background of the study
    1.2 The significance of the study
    1.3 The organization of the study
Chapter Ⅱ Literature Review
    2.1 Conceptual definition in the thesis
        2.1.1 Oral composition
        2.1.2 Presentation
        2.1.3 The relationship between oral composition and presentation
    2.2 Rationals
        2.2.1 Krashen's input hypothesis
        2.2.2 Swain's output theory
        2.2.3 Dale's“Tower of Experience”
    2.3 Previous studies on the application of oral composition
        2.3.1 Studies abroad
        2.3.2 Studies at home
        2.3.3 Limitations in the Previous Researches
Chapter Ⅲ Research Design
    3.1 Hypothesizes
    3.2 Subjects
    3.3 Instruments
        3.3.1 Tests
        3.3.2 Interviews
    3.4 Materials
        3.4.1 The Textbook
        3.4.2 Writing Scoring Criteria
Chapter Ⅳ Research Process
    4.1 Specific Arrangement of the Experiment
        4.1.1 The pre-test
        4.1.2 The training and practicing
        4.1.3 The post-test
    4.2 The standard of the evaluation for students'presentation
    4.3 The sample teaching plans for the application of oral composition
    4.4 The requirements for students'presentation
Chapter Ⅴ Results and Analysis
    5.1 The collection of the data
    5.2 The results and analyses from writing tests
        5.2.1 The statistic description of the pre-test
        5.2.2 The statistic description of the post-test
        5.2.3 The statistic description for EC
        5.2.4 Discussion
    5.3 The results and analyses of the score rubric for the EC and CC
        5.3.1 The results and analyses of the score rubric for the EC
        5.3.2 The results and analyses of the score rubric for the CC
        5.3.3 The comparison of post-test scores between EC and CC
        5.3.4 Discussion
    5.4 Data from interviews
Chapter Ⅵ Conclusion
    6.1 Major findings
    6.2 Limitations
    6.3 Suggestions for the future research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Acknowledgements



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