“多轮续写”对高中生写作焦虑和写作能力影响的实验研究

发布时间：2024-06-15 01:47

　　写作是语言运用的基本能力之一。面对新课程标准的确立和高考英语写作试题的改革,学生们普遍感到焦虑,急于提高英语写作能力,以寻求应对高考英语写作试题的新题型:读后续写。读后续写是王初明教授结合输入输出理论和互动协同理论提出来的能有效促进英语学习效果的方法。具体的操作方法就是将一篇长度适中,内容有趣,适合学生英语水平的英语读物抹去结尾,要求学生在充分阅读原文的基础上创造性地补全结尾。2018年,王初明教授为了增强学习者与原文的互动强度,增强协同效果,又在其基础上发展出了多轮续写。多轮续写分为两轮续写和小说续写。本文采用后者,将一篇内容惊奇有趣的小说分为六节。学生在读完第一节的内容之后,在充分理解小说背景和续写任务的基础上,从第二节开始续写。完成后与原作进行对比,再进行下一次的续写,直至写到结尾。与读后续写的一次性写作相比,多轮续写将同一话题下的写作任务分成若干次,更符合学生在校日常学习的规律。与读后续写的一次性评价相比,多轮续写不仅可以多次进行评价,还提供了优秀的参照模版。在不断的练习和巩固中,学生的写作能力不断提升。同时,多轮续写的任务可以根据学生能力的发展进行相应调整,不断激发学生的学习...

【文章页数】：73 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Acronyms
Chapter One Introduction
    1.1 The Background Information
    1.2 The Purpose of the Study
    1.3 The Significance of the Study
    1.4 The Structure of the Study
Chapter two Literature Review
    2.1 The Definition of Iterative Continuation
    2.2 Previous Studies Abroad and at Home
        2.2.1 Studies on Continuation Task
        2.2.2 Studies on Writing Anxiety
        2.2.3 Studies on Writing Performance
    2.3 Theoretical Foundation
        2.3.1 The Input-Output Hypothesis
        2.3.2 The Interactive Alignment and the Continuation Theory
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 English Writing Tests
    3.4 Procedures
        3.4.1 Before the Experiment
        3.4.2 During the Experiment
        3.4.3 After the Experiment
    3.5 A Sample Lesson Plan of the Experimental Class
Chapter Four Results and Discussions
    4.1 The Effect of Iterative Continuation on Writing Anxiety
        4.1.1 The Results Analysis of Questionnaires
        4.1.2 The Discussion on the Effect of Iterative Continuation on Writing Anxiety
    4.2 The Effect of Iterative Continuation on Writing Performance
        4.2.1 The Results Analysis of Writing Tests
        4.2.2 The Discussion on the Effect of Iterative Continuation on Writing Performance
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications on Writing Teaching
    5.3 Limitations of the Research
    5.4 Suggestions for Future Research
References
Appendix Ⅰ Second Language Writing Anxiety Inventory
Appendix Ⅱ Composition for Pre-test
Appendix Ⅲ Composition for Post-test
Appendix Ⅳ Jacob et al.’s English Second Language Composition Profile
Appendix Ⅴ The Material of the Sample Lesson
Acknowledgements



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