“以读促写”运用于高中英语写作教学的行动研究

发布时间：2018-04-22 04:35

本文选题：“以读促写” + 语言准确性　；参考：《广州大学》2017年硕士论文

【摘要】：过去,阅读和写作作为独立的语言技能被分开教学:阅读被认为是一种接受性技能旨在理解吸收信息,而写作被认为是一种产出性技能,主要用于传递信息。然而从二十世纪八十年代起,许多学者研究了阅读和写作之间的联系并提出阅读对写作水平的提高有显著的效果,反之亦然。从那以后,“以读促写”的教学方法被广为传之。但“以读促写”的教学方法运用于高中英语写作教学的相关研究尚不多见,因此本研究以输入、输出假说以及语篇分析理论为理论基础,试图采用行动研究的方法,探究“以读促写”运用于高中英语写作教学中的效果。以期回答以下研究问题:基于“以读促写”的英语写作教学方法是否能够有效提高高中生的英语写作能力?如果能,学生的英语写作能力具体在哪些方面提高了?针对以上问题,本研究对38名来自广州市越秀外国语高一年级RW班的学生进行了为期12周的行动研究。为了提高学生的英语写作能力,首先通过前调查问卷和前测了解学生在英语写作时存在的问题,而后针对学生存在的问题,笔者进行了三轮的行动研究并且训练学生做各种写作练习以及阅读各类阅读材料。每一轮的侧重点都不同:第一轮行动研究旨在提高学生英语写作的语言准确性;第二轮为了增加学生英语写作的句式多样性;第三轮意在促进学生英语写作的篇章连贯性。三轮行动研究旨在改善当前英语写作中学生不愿写,不会写的现状。本研究通过训练学生在写作前先阅读与写作话题有关的阅读材料,提取其中有用的词句,短语,句式以及篇章衔接技巧并运用于写作中,从而提升学生的英语写作能力。结果表明:1)基于“以读促写”的英语写作方法是一个有效的教学方法,它能够提高学生的英语写作成绩以及促进学生的英语写作能力。2)基于“以读促写”的英语写作教学方法对学生的语言准确性、句式多样性与篇章连贯性等三个方面有积极的影响。
[Abstract]:In the past, reading and writing were taught separately as independent language skills: reading was considered to be a receptive skill aimed at understanding and absorbing information, while writing was considered to be a productive skill, mainly used to convey information. However, since the 1980s, many scholars have studied the relationship between reading and writing and pointed out that reading has remarkable effect on the improvement of writing level, and vice versa. Since then, the teaching method of "reading and writing" has been widely spread. However, there are few researches on the application of reading to writing in senior high school English writing teaching. Therefore, the present study is based on the input, output hypothesis and discourse analysis theory, and attempts to adopt the method of action research. To explore the effect of reading and writing in high school English writing teaching. The purpose of this paper is to answer the following questions: can the teaching method of English writing based on "reading and writing" effectively improve high school students' English writing ability? If so, in what ways have students improved their English writing skills? In order to solve the above problems, 38 students from Guangzhou Yuexiu Foreign language Grade one Grade RW were studied for 12 weeks. In order to improve students' English writing ability, the problems existing in English writing are first investigated by pre-questionnaire and pre-test, and then the problems of students are analyzed. The author has conducted three rounds of action research and trained students to do various writing exercises and read all kinds of reading materials. The focus of each round is different: the first round of action research aims to improve the linguistic accuracy of students' English writing; the second round is to increase the diversity of sentence patterns in students' English writing; and the third round is to promote textual coherence in students' English writing. The three-round action study aims to improve the current situation of students' reluctance and inability to write in English writing. The present study aims to improve students' English writing ability by training them to read the reading materials related to writing topics before writing, and to extract useful phrases, phrases, sentence patterns and textual cohesion skills for the purpose of improving students' English writing ability. The result shows that the English writing method based on "reading and writing" is an effective teaching method. It can improve students' English writing scores and improve students' English writing ability. 2) English writing teaching method based on "reading and writing" can improve students' language accuracy. The diversity of sentence patterns and textual coherence have positive effects.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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