“以读促写”模式对高中生英语写作影响的行动研究
发布时间：2018-11-26 18:58
【摘要】：英语写作是我国英语学习者最难掌握的语言技能,引起了我国英语教育者的广泛关注。许多学者研究了读写结合的教学方法,如读写的关系、读写结合的教学模式探索以及读写结合写作的语言特征和测试效度研究。本研究根据输入和输出假设,采用行动研究的方法,探讨“阅读-分析-讨论-仿写”的“以读促写”的教学方法对高中英语写作的影响。本研究共探讨三个研究问题:(1)“阅读-分析-讨论-仿写”的“以读促写”模式能否提高学生的写作句式表达多样化?(2)“阅读-分析-讨论-仿写”的“以读促写”模式能否提高学生在英语写作中衔接手段的使用?(3)学生对“阅读-分析-讨论-仿写”的教学模式是什么态度?本研究对广东省茂名市第十中学60位学生开展了10周的行动研究,通过问卷调查了解他们在写作过程中遇到的困难,选定了话题作文和议论文体裁进行训练。第一轮为期5周,训练了节假日、自然灾害、出国留学和健康生活等话题写作;第二轮为期5周,训练了利弊类、正反类、观点类和对比类等议论文写作。训练结束后,进行了测试、调查问卷和访谈。对收集到的数据进行了定量和定性分析结果显示:首先,这种教学模式能有效提高了学生的写作句型多样化。其次,这种教学模式可以有效地提高学生写作的衔接手段。此外,“以读促写”训练对学生的英语写作态度产生了正面的影响。本研究给我们的启示是“阅读-分析-讨论-模仿”教学模式对英语教师提出了更高的要求,讲解时多向学生介绍句型和连接手段的使用,从阅读中获得的知识来为写作铺垫。同时,模仿是语言学习的有效途径。将内容创造与语言模仿有机结合,从而提高他们写作的流利程度。最后,教师要保证学生有充足的时间来进行阅读和写作训练。
[Abstract]:English writing is one of the most difficult language skills for English learners in China. Many scholars have studied the teaching methods of the combination of reading and writing, such as the relationship between reading and writing, the exploration of the teaching mode of the combination of reading and writing, and the study of language characteristics and test validity of the combination of reading and writing. Based on the input and output assumptions, the present study explores the effects of reading, analysis, discussion and imitation on senior high school English writing. This study explores three research questions: (1) can the "reading promote writing" mode of "reading-analysis-discussion-imitation writing" improve students' diversity of sentence expressions in writing? (2) "reading-analysis-discussion-imitation writing" can improve students' expression diversity of sentence patterns in writing? (2) "Reading-analysis-discussion-imitation writing" Can the "Reading promote Writing" model improve the use of cohesive devices in English writing? (3) what is the attitude of the students to the teaching mode of "Reading, Analytical, Discussion-Imitation Writing"? The present study conducted a 10-week action study on 60 students of No. 10 Middle School in Maoming City, Guangdong Province. Through a questionnaire survey to find out the difficulties they encountered in the process of writing, we selected the topic composition and argumentative genre for training. The first round lasted five weeks, training topics such as holidays, natural disasters, studying abroad and healthy life, and the second round lasted five weeks, training the pros and cons, the viewpoint and the contrast. After the training, tests, questionnaires and interviews were conducted. The quantitative and qualitative analysis of the collected data shows that, first of all, this teaching model can effectively improve the diversity of students' writing sentence patterns. Secondly, this teaching mode can effectively improve the cohesive devices of students' writing. In addition, the training of reading and writing has a positive effect on students' English writing attitude. The teaching model of "reading, analysis, discussion and imitation" puts forward higher requirements for English teachers. It introduces to students the use of sentence patterns and connective means, and the knowledge gained from reading can pave the way for writing. At the same time, imitation is an effective approach to language learning. Combine content creation with language imitation to improve their fluency in writing. Finally, teachers should ensure that students have enough time to read and write.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2359350
[Abstract]:English writing is one of the most difficult language skills for English learners in China. Many scholars have studied the teaching methods of the combination of reading and writing, such as the relationship between reading and writing, the exploration of the teaching mode of the combination of reading and writing, and the study of language characteristics and test validity of the combination of reading and writing. Based on the input and output assumptions, the present study explores the effects of reading, analysis, discussion and imitation on senior high school English writing. This study explores three research questions: (1) can the "reading promote writing" mode of "reading-analysis-discussion-imitation writing" improve students' diversity of sentence expressions in writing? (2) "reading-analysis-discussion-imitation writing" can improve students' expression diversity of sentence patterns in writing? (2) "Reading-analysis-discussion-imitation writing" Can the "Reading promote Writing" model improve the use of cohesive devices in English writing? (3) what is the attitude of the students to the teaching mode of "Reading, Analytical, Discussion-Imitation Writing"? The present study conducted a 10-week action study on 60 students of No. 10 Middle School in Maoming City, Guangdong Province. Through a questionnaire survey to find out the difficulties they encountered in the process of writing, we selected the topic composition and argumentative genre for training. The first round lasted five weeks, training topics such as holidays, natural disasters, studying abroad and healthy life, and the second round lasted five weeks, training the pros and cons, the viewpoint and the contrast. After the training, tests, questionnaires and interviews were conducted. The quantitative and qualitative analysis of the collected data shows that, first of all, this teaching model can effectively improve the diversity of students' writing sentence patterns. Secondly, this teaching mode can effectively improve the cohesive devices of students' writing. In addition, the training of reading and writing has a positive effect on students' English writing attitude. The teaching model of "reading, analysis, discussion and imitation" puts forward higher requirements for English teachers. It introduces to students the use of sentence patterns and connective means, and the knowledge gained from reading can pave the way for writing. At the same time, imitation is an effective approach to language learning. Combine content creation with language imitation to improve their fluency in writing. Finally, teachers should ensure that students have enough time to read and write.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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