以读促写法在高中英语写作教学中应用的实证研究

发布时间：2022-10-15 16:00

　　作为听、说、读、写、看五项英语语言技能之一,写作不仅体现了英语语言输出水平也反映了英语综合运用能力。然而,目前高中生的英语写作现状并不乐观。如何有效地提高学生的英语写作能力成为众多教育研究者须重点研究的课题。近年来,以读促写,作为一种新型的强调通过阅读促进写作的教学方法,已引起了国内外学者的关注。虽然国内外已出现有关以读促写法在英语写作教学中的实证研究,但有关以读促写法在高中英语写作教学中运用的实证研究相对较少。因此,基于输入和输出假说以及图示理论,本研究旨在将以读促写法运用于高中英语写作教学中以进一步探索以读促写法对高中生英语写作能力的影响效果。本研究旨在回答以下几个问题:（1）高中生对以读促写法的态度如何?（2）以读促写法对提高高中生英语写作能力的有效性如何?（3）以读促写法对不同写作水平（高、中、低）的高中生的英语写作能力的影响有何差异?本研究以芜湖市第一中学高一年级的两个平行班的122名学生（实验班61名,控制班61名）为研究对象。整个实验周期历时16周。实验班采取以读促写法,控制班采用传统的写作方法。本研究旨在采用问卷调查,实证研究以及访谈的方法研究以读促写法在高中英语写作教... 

【文章页数】：107 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter Two Literature Review and Rationales
    2.1 Related Studies on English Writing Instruction
        2.1.1 Related Studies on English Writing Instruction Abroad
        2.1.2 Related Studies on English Writing Instruction at Home
    2.2 Related Studies on Reading-to-write Approach
        2.2.1 Definition of the Reading-to-write Approach
        2.2.2 Related Studies on Reading-to-write Approach Abroad
        2.2.3 Related Studies on Reading-to-write Approach at Home
    2.3 Theoretical Foundations
        2.3.1 Krashen's Input Hypothesis
        2.3.2 Swain's Output Hypothesis
        2.3.3 Schema Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Reading materials
        3.3.2 Questionnaire
        3.3.3 Pre-test and Post-test
        3.3.4 Analytic Scoring Scale
        3.3.5 Interview
    3.4 Research Procedures
    3.5 Teaching Procedures of the Two Classes
        3.5.1 Teaching procedures of EC
        3.5.2 Teaching procedures of CC
    3.6 A Teaching Sample of EC
    3.7 Data Collection and Analysis
        3.7.1 Data Collection
        3.7.2 Reliability and Validity of the Questionnaire
        3.7.3 Data Analysis
Chapter Four Results and Discussion
    4.1 Results
        4.1.1 Results of the Questionnaire
        4.1.2 Results of Interview
        4.1.3 Results of the Pre-test in CC and EC
        4.1.4 Results of the Post-test in CC and EC
        4.1.5 Comparison of Results of the Pre-test and the Post-test in CC and EC
        4.1.6 Results of the Differences in Effects of the Reading-to-write Approach onStudents at Different Writing Levels in EC
    4.2 Discussion
        4.2.1 Students' Attitudes toward the Reading-to-write Approach
        4.2.2 Effectiveness of the Reading-to-write Approach in Improving Students'English Writing Competence
        4.2.3 Differences in Effects of the Reading-to-write Approach on Students atDifferent Writing Levels in EC
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix Ⅰ One Reading Material
Appendix Ⅱ One Supplementary Reading Material
Appendix Ⅲ Questionnaire
Appendix Ⅳ Writing Task in the Pre-test
Appendix Ⅴ Writing Task in the Post-test
Appendix Ⅵ Analytic Scoring Scale
Appendix Ⅶ Students' Writing Samples
Appendix Ⅷ Results of Questionnaire
Appendix Ⅸ Subjects' Writing Scores in Pre-test
Appendix Ⅹ Subjects'Writing Scores in Post-test
Appendix Ⅺ A Teaching Sample in CC



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