读写结合法在高中英语写作教学中的应用研究
发布时间：2020-12-15 15:22
随着经济和文化的全球化发展逐渐加快,英语写作作为一种重要的交际手段在各个领域得到了广泛的应用。因此,在高中英语《2017年新课标》和高考大纲中不仅要求高中生学习掌握一定的英语写作能力还提出了更高的要求。但现实中对于高中生而言,虽然具备了一定量的词汇和语法知识,但考试时写出的作文通常较短,并伴随很多的语法错误,甚至有的学生一句完整且准确的句子都很难完成。为了解决以上问题,作者对比了相关学者的研究后,认为阅读与高中英语写作的结合是可能且可行的。本文通过运用前测、后测、访谈等方法,对所搜集的数据和信息进行了分析,通过定性与定量分析相结合来试图解决以下问题:1.高中生对于英语写作持何种态度?2.“读写结合法”在内容,结构,词汇,语言使用和写作能力方面对高中生写作水平有何影响?参加本次研究的96名高一学生们来自天津市宝坻区第一中学。在实验研究过程中,在进行写作之前教师给实验班学生提供了大量的阅读材料和阅读技巧的输入,然而对照班的学生则依然采用传统的写作教学方法,即(product approach)。作者利用国际国内的互联网进行文献查询,并参考了一些英文写作教学的书籍和期刊。借此不仅深入了解读写...
【文章来源】：天津师范大学天津市
【文章页数】：79 页
【学位级别】：硕士
【文章目录】：
abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Research on Writing Teaching
2.1.1 Product Approach
2.1.2 Process Approach
2.2 Theoretical Basis
2.2.1 Input Hypothesis
2.2.2 Output Hypothesis
2.3 Research on the Integrated Reading-Writing Teaching Method at Home andAbroad
2.3.1 The Definition of the Integrated Reading-Writing Teaching Method
2.3.2 Researches Abroad
2.3.3 Researches at Home
Chapter Three Research Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.4 Experimental Period and Adopted Experimental Materials
3.5 Experimental Procedures
Chapter Four Data Analysis and Discussion
4.1 Current Situations about Students’English Writing in Senior High School
4.1.1 A Brief Analysis of the Questionnaires
4.1.2 Discussion
4.2 The effectiveness of the Integrated Reading-Writing Teaching Method
4.2.1 Analysis of EC VS CC in Pre-test
4.2.2 Analysis of the Pre-test VS Post-test in EC
4.2.3 EC VS CC in post-test
4.2.4 Discussion
4.3 The Interviews
4.3.1 Analysis of the Interviews
4.3.2 Discussion
Chapter Five Conclusion
5.1 Major Findings of the Study
5.2 Some suggestions for English Writing Teaching in Senior High School
5.3 Research limitations and Suggestions for the Future Research
5.3.1 Research limitations
5.3.2 Research Suggestions for the Future
Bibliography
Appendix A The questionnaire for the students
Appendix B ESL Composition Profile（1981）
Appendix C Pre-testComposition
Appendix D Post-test Composition
Appendix E The questionnaire of the Attitudes to Writing
Appendix F Interview
Appendix G Pre-test for Experiment class
Appendix H Post-test for Experiment class
Appendix I Pre-test for Control Class
Appendix J Post-test Control Class
Acknowledgements
【参考文献】：
期刊论文
[1]同主题多文本英语阅读与写作协同训练模式探究[J]. 何开朗,曾红敏. 中小学英语教学与研究. 2017 (03)
[2]新读写素质培养及英语读写教学设计[J]. 商艳芝. 中小学英语教学与研究. 2017 (02)
[3]“输出驱动-输入促成假设”:构建大学外语课堂教学理论的尝试[J]. 文秋芳. 中国外语教育. 2014(02)
[4]英语专业低年级读写结合教学模式的实验研究[J]. 徐浩,高彩凤. 现代外语. 2007(02)
[5]多读多写——英语学习谈[J]. 黄源深. 外国语(上海外国语大学学报). 2002(06)
[6]结果教学法与过程教学法——谈英语写作教学改革[J]. 苏航,杨磊. 北京第二外国语学院学报. 2001(02)
[7]论英语阅读与写作[J]. 王育祥. 淮北煤师院学报(社会科学版). 1997(03)
硕士论文
[1]“以读促写”的仿写训练对初中生英语写作的“质”和“量”的影响[D]. 鲁春丽.云南师范大学 2016
[2]英语阅读驱动下的高中英语写作教学[D]. 阎春莉.上海师范大学 2012
[3]“以读促写”在初中英语教学中的实证研究[D]. 邓佳妮.南京师范大学 2012
本文编号：2918496
【文章来源】：天津师范大学天津市
【文章页数】：79 页
【学位级别】：硕士
【文章目录】：
abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Research on Writing Teaching
2.1.1 Product Approach
2.1.2 Process Approach
2.2 Theoretical Basis
2.2.1 Input Hypothesis
2.2.2 Output Hypothesis
2.3 Research on the Integrated Reading-Writing Teaching Method at Home andAbroad
2.3.1 The Definition of the Integrated Reading-Writing Teaching Method
2.3.2 Researches Abroad
2.3.3 Researches at Home
Chapter Three Research Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.4 Experimental Period and Adopted Experimental Materials
3.5 Experimental Procedures
Chapter Four Data Analysis and Discussion
4.1 Current Situations about Students’English Writing in Senior High School
4.1.1 A Brief Analysis of the Questionnaires
4.1.2 Discussion
4.2 The effectiveness of the Integrated Reading-Writing Teaching Method
4.2.1 Analysis of EC VS CC in Pre-test
4.2.2 Analysis of the Pre-test VS Post-test in EC
4.2.3 EC VS CC in post-test
4.2.4 Discussion
4.3 The Interviews
4.3.1 Analysis of the Interviews
4.3.2 Discussion
Chapter Five Conclusion
5.1 Major Findings of the Study
5.2 Some suggestions for English Writing Teaching in Senior High School
5.3 Research limitations and Suggestions for the Future Research
5.3.1 Research limitations
5.3.2 Research Suggestions for the Future
Bibliography
Appendix A The questionnaire for the students
Appendix B ESL Composition Profile（1981）
Appendix C Pre-testComposition
Appendix D Post-test Composition
Appendix E The questionnaire of the Attitudes to Writing
Appendix F Interview
Appendix G Pre-test for Experiment class
Appendix H Post-test for Experiment class
Appendix I Pre-test for Control Class
Appendix J Post-test Control Class
Acknowledgements
【参考文献】：
期刊论文
[1]同主题多文本英语阅读与写作协同训练模式探究[J]. 何开朗,曾红敏. 中小学英语教学与研究. 2017 (03)
[2]新读写素质培养及英语读写教学设计[J]. 商艳芝. 中小学英语教学与研究. 2017 (02)
[3]“输出驱动-输入促成假设”:构建大学外语课堂教学理论的尝试[J]. 文秋芳. 中国外语教育. 2014(02)
[4]英语专业低年级读写结合教学模式的实验研究[J]. 徐浩,高彩凤. 现代外语. 2007(02)
[5]多读多写——英语学习谈[J]. 黄源深. 外国语(上海外国语大学学报). 2002(06)
[6]结果教学法与过程教学法——谈英语写作教学改革[J]. 苏航,杨磊. 北京第二外国语学院学报. 2001(02)
[7]论英语阅读与写作[J]. 王育祥. 淮北煤师院学报(社会科学版). 1997(03)
硕士论文
[1]“以读促写”的仿写训练对初中生英语写作的“质”和“量”的影响[D]. 鲁春丽.云南师范大学 2016
[2]英语阅读驱动下的高中英语写作教学[D]. 阎春莉.上海师范大学 2012
[3]“以读促写”在初中英语教学中的实证研究[D]. 邓佳妮.南京师范大学 2012
本文编号：2918496
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