“读写融合”教学策略对初中生英语写作水平影响的实验研究

发布时间：2018-07-05 15:55

本文选题：初中英语写作教学 + 读写融合　；参考：《广州大学》2017年硕士论文

【摘要】：英语写作教学的目的在于培养学生语言知识的综合运用能力。英语写作是英语学习的四项基本技能之一,是英语教学的重要组成部分。写作是语言知识和语言应用能力的反映;而作为英语学习的另一项基本技能,阅读一方面是学生获取信息和提高逻辑思维能力的手段,同时对促进学生能力具有重要的作用。在英语教学中,英语写作教学历来是英语教师的重点和难点,初中英语教学亦不例外。本研究针对初中英语教学耗时低效的问题,从输入、输出假设理论及认知过程写作理论的视角,采用实验研究方法,探讨“读写融合”教学策略对初中生英语写作能力产生的影响。研究问题包括:1)“读写融合”教学策略对初中生英语写作能力有何影响?2)基于“读写融合”教学策略的英语写作教学中,初中生英语阅读水平与英语写作能力存在何种关联?本研究受试为广州市某中学初二年级的2个自然班,共92名学生。其中一个班级为实验组,另一个班级为控制组,每组人数均为46人。实验组采用“读写融合”教学策略来进行写作教学,而控制组则采用目前通行的支架式教学法来进行写作教学。研究工具包括:测试(前测、后测)、调查问卷。前测旨在了解实验组与控制组的英语写作水平是否存在显著性差异;后测旨在考察“读写融合”教学策略对学生英语写作水平的影响以及英语阅读水平与写作能力的关联度;调查问卷旨在了解实验组对“读写融合”教学策略的反馈以达到交叉验证的目的。研究结果显示:实验组写作成绩平均分为12.61,标准差为1.569;控制组写作成绩平均分为10.65,标准差为1.398。数据说明“读写融合”教学策略对初中生英语写作能力有积极影响;此外,在实验组高中低三个群体中,阅读水平中等层次的群体,英语写作能力的提升最为明显(相对于前测,提高了1.76分),说明基于“读写融合”教学策略的写作教学中,阅读水平中等层次的学生关联度最高。“读写融合”教学策略是一种实用有效的初中英语写作教学策略,对提高初中生英语写作教学具有良好的借鉴意义。
[Abstract]:The purpose of English writing teaching is to develop students' comprehensive application ability of language knowledge. English writing is one of the four basic skills in English learning and an important part of English teaching. Writing is the reflection of language knowledge and language application ability, and as another basic skill in English learning, reading is not only a means for students to obtain information and improve their logical thinking ability, but also plays an important role in promoting students' ability. In English teaching, English writing teaching has always been the focus and difficulty of English teachers, and junior high school English teaching is no exception. In order to solve the problem of time-consuming and inefficient English teaching in junior high school, this study adopts an experimental approach from the perspectives of input and output hypothesis theory and cognitive process writing theory. To explore the influence of reading and writing integration teaching strategy on junior high school students' English writing ability. The research questions include: (1) how does "reading and writing integration" teaching strategy affect junior high school students' English writing ability? 2) what is the relationship between junior high school students' English reading proficiency and their English writing ability in English writing teaching based on "reading and writing integration" teaching strategies? In this study, 92 students were enrolled in two natural classes of grade two in a middle school in Guangzhou. One class was an experimental group and the other was a control group with 46 people in each group. The experimental group adopted the teaching strategy of "reading and writing fusion" to teach writing, while the control group adopted the current scaffolding teaching method to teach writing. The research tools include: test (pre-test, post-test), questionnaire. The purpose of the pre-test is to find out whether there are significant differences in English writing between the experimental group and the control group, and to investigate the influence of "reading and writing fusion" teaching strategies on students' English writing proficiency and the correlation between English reading proficiency and writing ability. The purpose of the questionnaire is to understand the feedback of the experimental group on the teaching strategy of reading and writing fusion to achieve the purpose of cross-validation. The results showed that the average score of the experimental group was 12.61 and the standard deviation was 1.569.The average score of the control group was 10.65 and the standard deviation was 1.398. The data show that the teaching strategy of "reading and writing fusion" has a positive effect on junior high school students' English writing ability. The improvement of English writing ability is the most obvious (1.76 points higher than that of pre-test), which shows that the students with middle reading level have the highest correlation degree in the writing teaching based on "reading and writing fusion" teaching strategy. The teaching strategy of "reading and writing fusion" is a practical and effective teaching strategy for junior high school English writing, which has good reference significance for improving junior high school students' English writing teaching.
【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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