“以读促写”教学对高中生英语写作水平影响的实证研究

发布时间：2018-07-09 20:00

本文选题：英语写作 + 以读促写　；参考：《江西师范大学》2017年硕士论文

【摘要】：长期以来,高中生在英语写作方面付出了许多的努力,但却仍旧英语学习兴趣不高,感到学习被动,同时觉得英语写作很困难。高中英语教师多着重阅读教学,包括新单词和语法教学。相比之下,写作教学并没有引起足够的重视。写作技巧的教学,也没有引起足够的重视。同时,也忽视了写作练习的重要性。因此,高中生总体英语写作水平不高,也存在很多问题。已有相关研究表明,“以读促写”教学模式能促进学习者语言写作能力的提高。因此,本研究将通过结合英语阅读教学和写作教学,旨在促进高中生英语写作水平的提高。这种读写结合的教学方法叫做“以读促写”教学模式,基于Krashen的可理解性输入理论,建构主义学习理论和文秋芳的产出导向法,本研究还结合国内外关于语言阅读和写作的相互关系研究。为了验证“以读促写”写作教学模式的有效性,本研究进行了一项实验研究,此研究属于单组实验前后测试设计。该实验研究旨在通过此教学模式来比较学生实验前后的英语写作水平变化,对于此教学模式是否能够提高学生的英语写作水平和英语语言准确性。本实验研究提出了3个研究问题:(1)“以读促写”教学模式是否能够提高学生的写作水平通过比较前后测的写作成绩?(2)“以读促写”教学模式对于高中生作文中的语言准确性影响如何?(3)被试在此实验研究后对于“以读促写”教学模式的态度如何?本研究的对象为44名来自新建二中高一普通班的学生。研究工具涉及7次写作任务和一份问卷调查。7次写作任务分为前测、5次实验写作任务和后测。本次实验研究时间将持续7周,每次写作在周一进行,进行时间为2节课,每节课45分钟。后测在7次写作任务结束后一周进行。所有收集到的数据全部通过SPSS20.0软件进行检验,来分析实验前后学生的写作水平变化,语言准确性的变化幅度和学生的整体态度。结果表明,相比前测的作文写作分数,学生在后测的作文写作中有着显著的分数提高。这也证明了本研究中的“以读促写”教学模式能够大大提高学生写作中的语言准确性,由于教师的及时批改、评价和反馈,同时也由于足够的写作训练。同时,从问卷作答情况可以得知,学生对于“以读促写”持有积极的态度。因此,“以读促写”教学不仅能够提高学生的整体写作水平包括写作技巧,同时也激发了学生的英语学习兴趣,养成了良好的阅读和写作习惯,这将对以后的英语学习打下良好的基础。
[Abstract]:For a long time, senior high school students have made a lot of efforts in English writing, but they still have a low interest in learning English, feel passive in learning, and find it difficult to write English. High school English teachers focus on reading teaching, including new words and grammar teaching. In contrast, writing teaching has not attracted enough attention. The teaching of writing skills has not attracted enough attention. At the same time, the importance of writing practice is ignored. Therefore, the overall English writing level of high school students is not high, and there are many problems. Relevant studies have shown that the teaching mode of "reading and writing" can improve learners' writing ability. Therefore, this study aims to promote the improvement of senior high school students' English writing level by combining English reading teaching with writing teaching. This combination of reading and writing teaching is called "reading and writing", based on Krashen's comprehensible input theory, constructivist learning theory, and Wen Qiufang's production-oriented approach. The present study also combines domestic and foreign studies on the interrelationship between language reading and writing. In order to verify the effectiveness of the teaching mode of "reading and writing", an experimental study was carried out in this study, which belongs to the test design before and after a single group of experiments. The purpose of this study is to compare the changes of students' English writing level before and after the experiment, and whether this teaching mode can improve students' English writing proficiency and English language accuracy. This experiment puts forward three research questions: (1) can the teaching mode of "reading promote writing" can improve the students' writing achievement before and after the comparison? (2) the teaching mode of "reading and writing" for senior high school students' composition What is the effect of language accuracy? (3) what is the attitude of the subjects to the teaching mode of "reading and writing" after this experimental study? The subjects of this study were 44 students from the first ordinary class of New Middle School. The research tools involved 7 writing tasks and 7. 7 writing tasks, which were divided into 5 experimental writing tasks and 5 posttest tasks. The study will last 7 weeks. Each writing session will take place on Monday for 2 sessions of 45 minutes each. The post-test was conducted one week after the completion of 7 writing assignments. All the collected data were tested by SPSS 20.0 software to analyze the changes of students' writing level, the range of language accuracy and the students' overall attitude before and after the experiment. The results show that compared with the pre-test scores, the students' scores in post-test writing are significantly improved. This proves that the teaching mode of "reading and writing" in this study can greatly improve the accuracy of students' writing, due to teachers' timely correction, evaluation and feedback, as well as due to adequate writing training. At the same time, according to the questionnaire, students have a positive attitude towards reading and writing. Therefore, the teaching of "reading and writing" can not only improve the students' overall writing skills, but also stimulate the students' interest in English learning and develop good reading and writing habits. This will lay a good foundation for future English learning.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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