过程法与结果法对初中生英语写作能力影响的对比研究

发布时间：2021-04-10 12:59

　　新课程改革实施以来,学生的主体性、自主性和创造性的培养愈发得到重视。在英语写作教学法中,过程法不失为一种较新的教学法。它注重写作的过程、学生写作的流畅性,符合新课改的要求,然而,过程法虽然备受推崇,但在目前的初中生英语写作教学课堂中并未成为主流。原因在于,结果法虽然传统,但它在当前英语写作教学课堂依然是一种有效的课堂教学方法。两种方法孰优孰劣,仁者见仁智者见智。鉴于此,本研究确定了以下研究问题:（1）结果法和过程法哪一种对提高初中生英语写作能力更为有效?（2）采用结果法与采用过程法,初中生英语写作在内容、流畅性、准确性方面呈现何种差异?针对以上问题,基于行为主义学习理论以及交际教学理论的理论框架,展开了为期八周的对比实验研究。实验以广州市第十八中学初中一年级两个自然班六班和七班为实验对象,其中七班（42人）为实验组,六班（39人）为参照组。在第1周,以相同的写作任务对两个班级进行前测,前测结果表明,两个班级的学生在英语写作能力方面无显著性差异。在实验过程中,以相同的写作任务分别在参照组和实验组使用结果法和过程法进行教学,每个班级分别进行了3次英语写作教学。在最后一周,笔者对两个班级进行... 

【文章来源】：广州大学广东省

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 An Overview of English Writing Teaching
        2.1.1 Traditional Writing Teaching Approaches
        2.1.2 The Latest Scoring Criteria of English Writing of Senior High School Entrance Examination in Guangzhou
    2.2 Product Approach to English Writing
        2.2.1 An Introduction to Product Approach
        2.2.2 Han’s Stages of Product Approach
        2.2.3 Relevant Studies of Product Approach Abroad
        2.2.4 Relevant Studies of Product Approach at Home
    2.3 Process Approach to English Writing
        2.3.1 An Introduction to Process Approach
        2.3.2 Grave’s Stages of Process Approach
        2.3.3 Relevant Studies of Process Approach Abroad
        2.3.4 Relevant Studies of Process Approach at Home
    2.4 Comparative Studies Between Product Approach and Process Approach
    2.5 Differences Between Product Approach and Process Approach
Chapter Three Theoretical Framework
    3.1 Behavioristic Learning Theory
        3.1.1 Characteristics of Behavioristic Learning Theory
        3.1.2 Teacher’s Roles in Behavioristic Learning Theory
        3.1.3 Relationship Between Product Approach and Behavioristic Learning Theory
    3.2 Communicative Teaching Theory
        3.2.1 Characteristics of Communicative Teaching Theory
        3.2.2 Teacher's Roles in Communicative Teaching Theory
        3.2.3 Relationship Between Process Approach and Communicative Learning Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Pre-test
        4.3.2 Post-test
        4.3.3 Summary
    4.4 Research Procedure
        4.4.1 Pre-experiment Stage
        4.4.2 While-experiment Stage
        4.4.3 Post-experiment Stage
    4.5 Data Collection and Analysis
        4.5.1 Data Collection
        4.5.2 Data Analysis
Chapter Five Results and Discussion
    5.1 Results of Tests
        5.1.1 Writing Scores of CG and EG in Pre-test and Post-test
        5.1.2 Scores of Content, Accuracy and Fluency of CG and EG in Pre-test and Post-test
    5.2 Discussion
        5.2.1 Discussion in Relation to Research Question 1
        5.2.2 Discussion in Relation to Research Question 2
Chapter Six Conclusion
    6.1 Summary of the Study
    6.2 Major Findings of the Study
    6.3 Pedagogical Implications of the Study
    6.4 Limitations of the Study
    6.5 Suggestions for Further Study
References
Appendix I（Pre-test）
Appendix II （Post-test）
Appendix III
Appendix IV
Appendix V
Appendix VI


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