基于后方法理论的高中英语写作教学研究

发布时间：2023-11-05 10:31

　　在英语学习过程中,听、说、读、写是学生必备的四项基本技能。英语写作是听、说、读的综合体现。根据《普通高等学校招生全国统一考试大纲的说明》,高中英语写作题型和分值的变化对高中生的写作水平提出更高的要求。英语写作成绩在高考英语中起着关键性作用。然而,笔者发现,高中学生的英语写作成绩并不理想。传统的高中英语课堂教学中主要以词汇和语法分析为主,教学方法固定单一,导致写作课堂缺乏生机和活力,降低学生写作兴趣。因此,高中英语写作教学现状并不乐观。后方法理论的教学观是对传统教学方法的反思。Kumaravadivilu(1994)首次提出十个宏观策略和三个参数作为后方法理论的框架,用以指导英语教学。为了提高高中英语写作教学效率,本研究试图在后方法理论的指导下将过程体裁教学法应用于写作教学。本次研究主要探讨三个问题:第一,基于后方法理论的写作教学对学生的写作策略有何影响?第二,基于后方法理论的写作教学对学生的写作焦虑有何影响?第三,基于后方法理论的写作教学对学生的写作水平有何影响?本研究选取辽东湾高中高一年级两个平行班的83名学生为实验对象。实验班接受基于后方法理论的写作教学方法,控制班接受传统写作教学...

【文章页数】：68 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Ⅰ Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Framework of the Study
Ⅱ Literature Review
    2.1 Review on Post-method Theory
        2.1.1 The Framework of Post-method Theory
        2.1.2 Studies at Home and Abroad of the Post-method Theory
    2.2 The Comparison between Language Teaching in Method Era and Post-method Era
    2.3 Review on English Writing Teaching
        2.3.1 English Writing Teaching Approaches
        2.3.2 English Writing Strategies
        2.3.3 English Writing Anxiety
    2.4 Writing Teaching Based on the Post-method Theory
        2.4.1The Introduction to Process-genre Approach
        2.4.2 The Application of Process-genre Approach
Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Questionnaires
        3.3.3 Interview
    3.4 Research Procedure
        3.4.1 Pre-test
        3.4.2 Pre-questionnaires
        3.4.3 Teaching Procedures
        3.4.4 Post-test
        3.4.5 Post-questionnaire
        3.4.6 Interview
    3.5 Data Collection
Ⅳ Data Analysis and Discussion
    4.1 Results and Analysis of Pre-test
    4.2 Results and Analysis of Questionnaire on Writing Strategies
    4.3 Results and Analysis of Questionnaire on Writing Anxiety
    4.4 Results and Analysis of Post-test
        4.4.1 Results and Analysis of Post-test in Experimental Class and Control Class
        4.4.2 Results and Analysis of Pre-test and Post-test in Control Class
        4.4.3 Results and Analysis of Pre-test and Post-test in Experimental Class
    4.5 Results and Analysis of Interview
    4.6 Discussion
Ⅴ.Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Appendix A Questionnaire on English Writing Strategies
Appendix B Questionnaire on Writing Anxiety
Appendix C Interview Outline
Appendix D Sample Lesson
Appendix E Criterions on English Compositions
Appendix F Pre-test
Appendix G Post-test
Acknowledgements



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