“以读促写”法在农村初中英语写作教学中的应用之实证研究

发布时间：2021-05-10 11:46

　　在英语学与教的过程中,写作扮演着不可或缺的角色。英语写作作为一种重要的输出技能,能反应学生的语言认知能力及综合语言运用能力。然而,农村中学生写作教学的实际情况并不乐观。笔者选择了江西会昌长岭中学八年级共85名同学作为研究对象。教学实验持续了5个月。实验班为一班,二班为控制班。对照班采用传统写作教学法,实验班采用“以读促写”法。在使用以读促写法时分三步进行。第一步是写前准备,主要提供学生与写作主题相关的阅读训练;第二步为写作阶段,主要是复习之前的阅读,制定写作计划及学生独立写作。第三步为写后阶段,学生要求根据教师和同伴的评改意见基础上再次写作。本研究旨在讨论以下问题:1)“以读促写”教学模式是否适合农村初中学生?2)与传统写作相比,“以读促写”法能否提高初中生的写作能力?如果能,具体表现在哪些方面?本论文采用定量和定性的研究方法来分析数据。研究发现,以读促写法能提高农村中学学生的英语写作水平。主要表现在,丰富了学生的写作内容,扩大了学生的词汇量,改善了学生对语法的使用。然而,以读促写法不是一种可以解决写作教学中所有问题的教学方法。在应用时需要根据实际情况做一些调整。 

【文章来源】：赣南师范大学江西省

【文章页数】：77 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purpose and Significance of this study
    1.3 Organization of this Thesis
Chapter 2 Literature Review
    2.1 Relationship between Reading and Writing
    2.2 Researches on Writing Approaches
        2.2.1 Product Approach
        2.2.2 Process Approach
        2.2.3 Genre Approach
    2.3 Researches on Reading-to-writing Approach
        2.3.1 Definition of Reading-to-writing Approach
        2.3.2 The Necessity of Applying Reading-to-writing in Rural Junior MiddleSchool English Writing Teaching
        2.3.3 Researches on Reading-to-writing Approach Abroad and at Home
            2.3.3.1 Researches on Reading-to-writing Approach Abroad
            2.3.3.2 Researches on Reading-to-writing Approach at Home
Chapter 3 Theoretical Basis of Reading-to-writing Approach
    3.1 Input Hypothesis
    3.2 Output Hypothesis
    3.3 Schema Theory
    3.4 Summary
Chapter 4 Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Experimental Instruments
        4.3.1 Tests
        4.3.2 Questionnaires
    4.4 Experimental Procedures
        4.4.1 The Preparations
        4.4.2 While Experimenting
        4.4.3 Post Test
    4.5 A Case Design
        4.5.1 Stage One Pre-writing (Reading, input)
        4.5.2 Stage Two While-writing (Output)
        4.5.3 Post-writing (Getting Feedback and Revising )
    4.6 Summary
Chapter 5 Results and Discussion
    5.1 The Analysis of Research Results
        5.1.1 Results of Pre-questionnaire
        5.1.2 The Analysis of Pretest and Posttest
            5.1.2.1 The Answer to Research Question One
            5.1.2.2 The Answer to Research Question Two
        5.1.3 Results of Post-questionnaires
    5.2 Discussion
Chapter 6 Findings and Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E



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