背诵式语言输入对于提高初中生英语写作能力的实证研究
发布时间：2023-05-28 11:06
写作作为交际和语言学习的四项基本技能之一,是一项复杂的认知活动,也是衡量学生语言能力的重要标准。写作教学作为语言教学的重要方面,是初中英语教学中的一个难点。而且,初中生的写作能力也并不尽如人意。背诵,作为学生输入的一种重要方式之一,在中国传统教学中有着悠久的历史,同时也是一种重要的教学方法。研究人员们普遍认识到背诵在中国是有效的,它可以帮助学生加深对许多文章的理解,可以加强对语言的输入。以此增强语言的积累,产生标准化的语言输出。本文以克拉申的输入假设、施密特的注意假设和信息处理理论以及比亚韦斯托克的内隐和外显理论知识为基础,通过教学实验,检验了背诵输入对提高初中生英语写作水平的实际效果。实验旨在回答以下研究问题:(1):背诵式语言输入对学生的写作能力有哪些影响?(2):背诵式语言输入对学生的写作自信有哪些影响?本次实验的研究对象是来自一所中学的初二年级两个平行班的83名学生,其中实验班42人,控制班41人。实验时间共14周。实验班采用背诵式输入的教学法,而控制班则采取传统的教学方式。为了分析实验的具体结果,笔者分别在两班进行了写作的前测和后测,并使用SPSS软件对所得数据进行统计分析。...
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Present Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Recitation Input
2.1.1 Definitions of Recitation Input
2.1.2 Functions of Recitation Input
2.1.3 Optimization Strategies of Recitation
2.2 Writing
2.2.1 Nature of Writing
2.2.2 Recitation Input and English Writing
2.3 Related theories of Recitation Input
2.3.1 Krashen' s Input Hypothesis
2.3.2 Schmidt' s Noticing Hypothesis
2.3.3 Bialystok' s Distinction of Explicit Knowledge and ImplicitKnowledge
2.4 Previous Studies of Recitation Input in English Writing at Home andAbroad
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Interview
3.3.3 Writing Tests
3.4 Teaching Procedures
3.4.1 The Input of Vocabulary
3.4.2 The Input of Sentences
3.4.3 The Input of Texts
3.4.4 Training of English writing
3.5 Data Collection and Analysis
Chapter 4 Results and Discussions
4.1 Results
4.1.1 Results of Pre-Questionnaire
4.1.2 Results of Post-Questionnaire
4.1.3 Results of the Writing Pre-test
4.1.4 Results of the Writing Post-test
4.1.5 Results of the Interview
4.2 Discussions
4.2.1 Effects of Recitation Input on Students' Writing Ability
4.2.2 Effects of Recitation Input on Students' Writing Confidence
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implication and Suggestions
5.3 Limitations of the Study
5.4 Suggestions for Future Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
本文编号：3824469
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Present Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Recitation Input
2.1.1 Definitions of Recitation Input
2.1.2 Functions of Recitation Input
2.1.3 Optimization Strategies of Recitation
2.2 Writing
2.2.1 Nature of Writing
2.2.2 Recitation Input and English Writing
2.3 Related theories of Recitation Input
2.3.1 Krashen' s Input Hypothesis
2.3.2 Schmidt' s Noticing Hypothesis
2.3.3 Bialystok' s Distinction of Explicit Knowledge and ImplicitKnowledge
2.4 Previous Studies of Recitation Input in English Writing at Home andAbroad
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Interview
3.3.3 Writing Tests
3.4 Teaching Procedures
3.4.1 The Input of Vocabulary
3.4.2 The Input of Sentences
3.4.3 The Input of Texts
3.4.4 Training of English writing
3.5 Data Collection and Analysis
Chapter 4 Results and Discussions
4.1 Results
4.1.1 Results of Pre-Questionnaire
4.1.2 Results of Post-Questionnaire
4.1.3 Results of the Writing Pre-test
4.1.4 Results of the Writing Post-test
4.1.5 Results of the Interview
4.2 Discussions
4.2.1 Effects of Recitation Input on Students' Writing Ability
4.2.2 Effects of Recitation Input on Students' Writing Confidence
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implication and Suggestions
5.3 Limitations of the Study
5.4 Suggestions for Future Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
本文编号：3824469
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