“以读促写”对高中生英语写作焦虑及成绩影响的实证研究
发布时间：2021-03-09 10:32
英语写作是英语学习的四项基本技能之一,也是最高级最复杂的产出性技能。大多数高中生对于英语写作都会产生焦虑心理。因此,有效缓解高中生的英语写作焦虑并提高他们的英语写作能力是本研究的出发点。“以读促写”是一种阅读和写作有效结合从而提高学生英语表达能力的教学方法,它为写作教学提供了新的视角,丰富了学生的学习手段,对于培养学生的阅读能力和写作能力有很好的借鉴意义。因此越来越受到国内外学者的关注。本研究基于Horwitz的外语学习焦虑理论,Pickering和Garrod的互动协同理论并结合“以读促写”的教学方法,探讨以下两个研究问题:（1）“以读促写”在减轻高中生英语写作焦虑方面的效果如何?（2）“以读促写”对高中生英语写作的内容、语言准确性、句型和语篇连贯性方面有什么影响?本研究采用实验法,以岷县三中高一年级的两个平行班的90名学生作为被试,进行了为期三个月的教学实验。首先对被试进行前测,其目的是为了测试实验班和控制班的学生在实验之前的写作水平有没有明显的差异。同时采用台湾学者Cheng Y.S.编译的外语写作焦虑量表,对学生的英语写作焦虑水平进行了评估。然后,“以读促写”教学法和过程写作法...
【文章来源】：西北师范大学甘肃省
【文章页数】：83 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Review on English Writing Anxiety
2.1.1 Definition of English Writing Anxiety
2.1.2 Relationship Between English Writing Anxiety and Achievement
2.2 Review on Reading-to-write Approach
2.2.1 Definition of Reading-to-write Approach
2.2.2 Researches at Home and Abroad
2.3 Review on Using Reading-to-write Approach in Writing Teaching
2.4 Summary
Chapter Three Theoretical Framework
3.1 Horwitz’Foreign Language Anxiety
3.2 Interactive Alignment Theory
3.3 Summary
Chapter Four Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 Writing Tests
4.3.3 Evaluation Standard on Writing
4.4 Research Procedures
4.4.1 Pretest
4.4.2 Teaching Experiment
4.4.3 Post-test
4.5 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Results and Discussion of Students’Anxiety in English Writing
5.2 Results and Discussion of Students’Writing Achievements
5.3 General Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations of the Study
6.4 Suggestions for Further Study
References
Appendixes
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pretest
Appendix Ⅲ Post-test
Appendix Ⅳ Scoring Rubric of English Writing
Appendix Ⅴ The Scores of Two Writing Tests
Appendix Ⅵ Reading Materials for EC
Appendix Ⅶ Students’Sample Writing
Acknowledgements
个人简历、在学期间发表的学术论文与研究成果
本文编号：3072722
【文章来源】：西北师范大学甘肃省
【文章页数】：83 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Review on English Writing Anxiety
2.1.1 Definition of English Writing Anxiety
2.1.2 Relationship Between English Writing Anxiety and Achievement
2.2 Review on Reading-to-write Approach
2.2.1 Definition of Reading-to-write Approach
2.2.2 Researches at Home and Abroad
2.3 Review on Using Reading-to-write Approach in Writing Teaching
2.4 Summary
Chapter Three Theoretical Framework
3.1 Horwitz’Foreign Language Anxiety
3.2 Interactive Alignment Theory
3.3 Summary
Chapter Four Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 Writing Tests
4.3.3 Evaluation Standard on Writing
4.4 Research Procedures
4.4.1 Pretest
4.4.2 Teaching Experiment
4.4.3 Post-test
4.5 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Results and Discussion of Students’Anxiety in English Writing
5.2 Results and Discussion of Students’Writing Achievements
5.3 General Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations of the Study
6.4 Suggestions for Further Study
References
Appendixes
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pretest
Appendix Ⅲ Post-test
Appendix Ⅳ Scoring Rubric of English Writing
Appendix Ⅴ The Scores of Two Writing Tests
Appendix Ⅵ Reading Materials for EC
Appendix Ⅶ Students’Sample Writing
Acknowledgements
个人简历、在学期间发表的学术论文与研究成果
本文编号：3072722
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