“以读促写”法在高中英语写作教学中的应用研究
发布时间：2021-07-22 15:53
目前,我国高中英语写作教学现状不容乐观,普遍存在阅读教学和写作教学相脱节的现象。长期以来,国内外学者对英语写作教学进行了大量的研究,“以读促写”法就是其中之一。但是,国内外的研究主要探讨了阅读和写作的关系以及从整体上看阅读对写作的影响,少有研究关注“以读促写”法对学生写作词汇、句法和结构等不同语言层面的影响。“以读促写”法是指将阅读活动和写作活动密切结合起来,通过阅读促进写作发展的过程。本文拟以输入假说、输出假说等理论为指导,探讨“以读促写”法在高中英语写作教学中的应用。在写作教学中应用“以读促写”法,可以帮助学生在“输入”和“输出”之间建起桥梁,可以有效提高学生的写作水平和综合语言能力。基于此,本研究拟回答以下两个问题:（1）“以读促写”法对高中生的英语写作兴趣和态度有什么影响?（2）“以读促写”法对高中生英语写作的词汇、句法和结构有什么影响?本研究将“以读促写”法应用于高中英语写作教学中,引导学生从词汇、句法和结构等方面深刻解读阅读材料,并将有关知识运用到写作中,提高学生的英语写作水平。本研究拟探讨以读促写法的三个阶段:写作前、写作中和写作后,每个阶段都包含具体的教学设计。为了验证...
【文章来源】：信阳师范学院河南省
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter1 Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter2 Literature Review
2.1 Previous Studies on English Writing Teaching Abroad and at Home
2.1.1 Studies on English Writing Teaching Abroad
2.1.2 Studies on English Writing Teaching at Home
2.2 Definition of Reading-to-write Approach
2.3 Studies on Reading-to-write Approach Abroad and at Home
2.3.1 Studies on Reading-to-write Approach Abroad
2.3.2 Studies on Reading-to-write Approach at Home
2.4 Studies on Reading-to-write Approach at Senior High School
Chapter3 Theoretical Foundation
3.1 Krashen’s Input Hypothesis
3.2 Swain’s Output Hypothesis
Chapter4 Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Writing Tests
4.3.2 Questionnaires
4.3.3 Interview
4.4 Evaluation Methods and Data Processing Instrument
4.5 Experimental Procedures
4.5.1 The Preparatory Stage
4.5.2 The Implementation Stage
4.5.3 The Post-Implementation Stage
4.6 Teaching Design
4.6.1 The Teaching Method Used in the Control Class
4.6.2 The Teaching Method Used in the Experimental Class
4.7 Teaching Samples of Reading-to-write Approach in the Experimental Class
4.7.1 A Teaching Sample of the Argumentative Article
4.7.2 A Teaching Sample of the Narrative Article
4.7.3 A Teaching Sample of the Expositive Article
Chapter5 Data Analysis and Discussion
5.1 Results and Analysis of Questionnaires in EC
5.2 Results and Analysis of Pre-test
5.2.1 Results and Analysis of EC and CC in Pre-test in General
5.2.2 Results and Analysis of EC and CC in Pre-test in terms of Vocabulary
5.2.3 Results and Analysis of EC and CC in Pre-test in terms of Syntax
5.2.4 Results and Analysis of EC and CC in Pre-test in terms of Organization..
5.3 Results and Analysis of Post-test
5.3.1 Results and Analysis of EC and CC in Post-test in General
5.3.2 Results and Analysis of EC and CC in Post-test in terms of Vocabulary
5.3.3 Results and Analysis of EC and CC in Post-test in terms of Syntax
5.3.4 Results and Analysis of EC and CC in Post-test in terms of Organization
5.4 Analysis of Interview
5.5 Discussion
Chapter6 Conclusion
6.1 Main Findings
6.2 Pedagogical Implications
6.3 Limitations of the Study
6.4 Suggestions for Future Study
Bibliography
Appendix A Questionnaire
Appendix B Outline of Interview
Appendix C Pre-test
Appendix D Post-test
Appendix E Evaluation Standard of Composition
Appendix F Argumentative Article Employed in the Reading Task
Appendix G Narrative Article Employed in the Reading Task
Appendix H Expositive Article Employed in the Reading Task
Acknowledgements
【参考文献】：
期刊论文
[1]例谈初中英语过程性写作与结果性写作相结合教学实践探究[J]. 汤先荣. 新课程(中学). 2018(09)
[2]以读促写在初中英语教学中的应用探讨[J]. 战永佳. 中国校外教育. 2017(01)
[3]高中英语“以读促写”教学策略研究[J]. 倪双玲. 英语教师. 2015(12)
[4]立足文本 随文练写——高中英语课堂教学中的读写结合[J]. 顾素芳. 教学月刊(中学版). 2013(02)
[5]英语教学中的读写结合[J]. 朱红梅. 科技信息. 2010(10)
[6]“以读促写,以写促读”——“体验英语”视角下的教学模式新探[J]. 杨永林,董玉真. 中国外语. 2010(01)
[7]Output Hypothesis:Its History and Its Future[J]. Merrill Swain. 外语教学与研究. 2008(01)
[8]论高校英语专业精读范文教学与写作训练[J]. 胡宝莲. 南昌高专学报. 2007(06)
[9]英语专业低年级读写结合教学模式的实验研究[J]. 徐浩,高彩凤. 现代外语. 2007(02)
[10]以读促写 读写结合——一项英语写作教学实验研究[J]. 盛一英. 南昌教育学院学报. 2005(02)
硕士论文
[1]以读促写在高中英语写作教学中的应用研究[D]. 徐微微.哈尔滨师范大学 2017
[2]"以读促写"在高中英语写作教学中的应用研究[D]. 柳晓韵.南京师范大学 2015
[3]高中英语“以读促写”教学策略研究[D]. 秦惠康.华东师范大学 2011
[4]以读促写在高中英语写作教学中的运用[D]. 蔡皓生.福建师范大学 2009
[5]以读促写在高中英语写作教学中的应用研究[D]. 刘烨.西北师范大学 2006
本文编号：3297443
【文章来源】：信阳师范学院河南省
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter1 Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter2 Literature Review
2.1 Previous Studies on English Writing Teaching Abroad and at Home
2.1.1 Studies on English Writing Teaching Abroad
2.1.2 Studies on English Writing Teaching at Home
2.2 Definition of Reading-to-write Approach
2.3 Studies on Reading-to-write Approach Abroad and at Home
2.3.1 Studies on Reading-to-write Approach Abroad
2.3.2 Studies on Reading-to-write Approach at Home
2.4 Studies on Reading-to-write Approach at Senior High School
Chapter3 Theoretical Foundation
3.1 Krashen’s Input Hypothesis
3.2 Swain’s Output Hypothesis
Chapter4 Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Writing Tests
4.3.2 Questionnaires
4.3.3 Interview
4.4 Evaluation Methods and Data Processing Instrument
4.5 Experimental Procedures
4.5.1 The Preparatory Stage
4.5.2 The Implementation Stage
4.5.3 The Post-Implementation Stage
4.6 Teaching Design
4.6.1 The Teaching Method Used in the Control Class
4.6.2 The Teaching Method Used in the Experimental Class
4.7 Teaching Samples of Reading-to-write Approach in the Experimental Class
4.7.1 A Teaching Sample of the Argumentative Article
4.7.2 A Teaching Sample of the Narrative Article
4.7.3 A Teaching Sample of the Expositive Article
Chapter5 Data Analysis and Discussion
5.1 Results and Analysis of Questionnaires in EC
5.2 Results and Analysis of Pre-test
5.2.1 Results and Analysis of EC and CC in Pre-test in General
5.2.2 Results and Analysis of EC and CC in Pre-test in terms of Vocabulary
5.2.3 Results and Analysis of EC and CC in Pre-test in terms of Syntax
5.2.4 Results and Analysis of EC and CC in Pre-test in terms of Organization..
5.3 Results and Analysis of Post-test
5.3.1 Results and Analysis of EC and CC in Post-test in General
5.3.2 Results and Analysis of EC and CC in Post-test in terms of Vocabulary
5.3.3 Results and Analysis of EC and CC in Post-test in terms of Syntax
5.3.4 Results and Analysis of EC and CC in Post-test in terms of Organization
5.4 Analysis of Interview
5.5 Discussion
Chapter6 Conclusion
6.1 Main Findings
6.2 Pedagogical Implications
6.3 Limitations of the Study
6.4 Suggestions for Future Study
Bibliography
Appendix A Questionnaire
Appendix B Outline of Interview
Appendix C Pre-test
Appendix D Post-test
Appendix E Evaluation Standard of Composition
Appendix F Argumentative Article Employed in the Reading Task
Appendix G Narrative Article Employed in the Reading Task
Appendix H Expositive Article Employed in the Reading Task
Acknowledgements
【参考文献】：
期刊论文
[1]例谈初中英语过程性写作与结果性写作相结合教学实践探究[J]. 汤先荣. 新课程(中学). 2018(09)
[2]以读促写在初中英语教学中的应用探讨[J]. 战永佳. 中国校外教育. 2017(01)
[3]高中英语“以读促写”教学策略研究[J]. 倪双玲. 英语教师. 2015(12)
[4]立足文本 随文练写——高中英语课堂教学中的读写结合[J]. 顾素芳. 教学月刊(中学版). 2013(02)
[5]英语教学中的读写结合[J]. 朱红梅. 科技信息. 2010(10)
[6]“以读促写,以写促读”——“体验英语”视角下的教学模式新探[J]. 杨永林,董玉真. 中国外语. 2010(01)
[7]Output Hypothesis:Its History and Its Future[J]. Merrill Swain. 外语教学与研究. 2008(01)
[8]论高校英语专业精读范文教学与写作训练[J]. 胡宝莲. 南昌高专学报. 2007(06)
[9]英语专业低年级读写结合教学模式的实验研究[J]. 徐浩,高彩凤. 现代外语. 2007(02)
[10]以读促写 读写结合——一项英语写作教学实验研究[J]. 盛一英. 南昌教育学院学报. 2005(02)
硕士论文
[1]以读促写在高中英语写作教学中的应用研究[D]. 徐微微.哈尔滨师范大学 2017
[2]"以读促写"在高中英语写作教学中的应用研究[D]. 柳晓韵.南京师范大学 2015
[3]高中英语“以读促写”教学策略研究[D]. 秦惠康.华东师范大学 2011
[4]以读促写在高中英语写作教学中的运用[D]. 蔡皓生.福建师范大学 2009
[5]以读促写在高中英语写作教学中的应用研究[D]. 刘烨.西北师范大学 2006
本文编号：3297443
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