诵读在初中话题式英语写作中的应用

发布时间：2017-12-26 23:33

本文关键词：诵读在初中话题式英语写作中的应用　出处：《山东师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：诵读被应用于外语教学已有几百年的历史,理论上被认为有助于外语学习者提高写作能力。纵观我国初等中学英语教学的研究,针对诵读法与学生写作能力培养的实证研究并不多见。鉴于此,笔者拟将诵读和英语写作相结合,采用实验法对初中生英语话题写作能力进行深入研究,探究诵读在初中话题式英语写作中的作用。本研究在山东师范大学第二附属中学八年级九班和十班学生中进行为期为8周的教学实验,以检验诵读法在提高初中生英语话题写作能力方面的作用。两个班的120名学生按照自然班的划分分属于实验班(n=60)和控制班(n=60)。实验之前,笔者分别对两个班级的学生进行了英语话题式作文的测试,并展开问卷调查,以了解初中生在英语写作过程中的问题和对诵读、话题式英语写作的态度等。实验之后,两个班级再次参加了英语话题式写作的测试,同时,为检验诵读教学效果,实验班的学生还参与了相关的问卷调查。实验期间,笔者担任实验班的实习教师,另一名教师担任控制班的实习教师,且实验班按照实验计划实施教学,控制班不进行有关诵读训练。两个班级的学生采用相同的教材,但实验班较为注重诵读法。实验数据分析发现:实验前,实验班和控制班话题式英语写作水平没有显著差异,两个班级学生在英语写作过程中有多种类似障碍,而且大部分学生不喜欢诵读和话题式英语写作;实验后,实验班的话题式英语写作平均成绩明显高于控制班,学生写作过程中的困难明显减少,且对诵读和话题式英语写作练习有很大改观。由此可得出结论:(1)诵读能够提高学生的话题式英语写作能力;(2)诵读能够激发学生英语写作兴趣;(3)诵读有助培养学生的综合语言运用能力。本文主要从以下几个部分展开:第一章:引言部分,介绍研究背景、研究问题、研究目的和研究意义。第二章:文献综述部分,界定诵读和话题式英语写作的概念,介绍国内外关于诵读研究的成果和不足。第三章:理论基础部分,简要介绍支撑诵读在话题式英语写作中应用的三大理论:输入输出理论、建构主义认识发生论、学习观和图式理论。第四章:研究设计部分,阐释本次研究的研究对象、研究工具、研究步骤和数据收集等几方面内容。第五章:研究结果与讨论部分,具体分析数据,讨论实验结果,并明确回答研究问题。第六章:研究结论部分,主要介绍本研究的结论和局限性。本研究的不足之处主要有三,一是诵读不能使所有学生获得较大程度的提高;二是诵读材料的选择和诵读时间的限制,影响诵读效果;三是英语写作练习次数有限,影响诵读效果。
[Abstract]:Reading has been applied to foreign language teaching for hundreds of years, and it is thought to help foreign language learners to improve their writing ability. In view of the study of English Teaching in primary middle schools in China, there are few empirical studies on the practice of reading and the cultivation of students' writing ability. In view of this, the author intends to combine reading and English writing, and use experimental method to conduct in-depth research on junior middle school students' topic writing ability, and explore the role of reading in junior middle school topic based English writing. In this study, 8 weeks' teaching experiment was conducted in class nine and ten of grade eight in the Second Affiliated Middle School of Shandong Normal University to test the effect of reading method on Improving Junior Middle School Students' topic writing ability. 120 students in two classes were divided into the experimental class (n=60) and the control class (n=60) according to the division of natural classes. Before the experiment, the author conducted tests on English topic composition in two classes, and launched a questionnaire survey to understand junior high school students' problems in English writing process and their attitudes towards reading and topic based English writing. After the experiment, two classes took part in the test of English topic writing. At the same time, in order to test the effect of reading teaching, the students in the experimental class participated in the related questionnaire survey. During the experiment, I served as an intern teacher in the experimental class, and another teacher acted as an intern teacher in the control class, and the experimental class implemented the teaching according to the experimental plan, while the control class did not carry on the reading training. The students in the two classes use the same teaching materials, but the experimental class pays more attention to the reading method. Experimental data analysis showed that: before the experiment, there was no significant difference between the experimental class and the control class topic type English writing level, two classes have many similar obstacles in the process of English writing, and most of the students do not love reading and writing English style topic; after the experiment, the topic type English experimental class average score was significantly higher than that of the control class writing the students, in the process of writing and reading difficulties were significantly reduced, and the topic of English writing has greatly improved. It can be concluded that: (1) recitation can improve students' topic English writing ability; (2) recitation can stimulate students' interest in English writing; (3) recitation helps to cultivate students' comprehensive language proficiency. This article is mainly carried out from the following parts: Chapter 1: introduction, introducing the research background, research issues, research purposes and research significance. The second chapter: part of the literature review, to define the concept of reading and topic style English writing, and to introduce the achievements and shortcomings of the study on reading and reading at home and abroad. The third chapter: the theoretical foundation part, briefly introduces the three major theories of supporting reading in topic based English Writing: input and output theory, constructivist epistemology, learning view and schema theory. The fourth chapter: the research design part, interprets the research object, the research tool, the research step and the data collection and so on. The fifth chapter: the research result and the discussion part, the concrete analysis data, the discussion experiment result, and answer the research question clearly. The sixth chapter: the conclusion part of the study, mainly introduces the conclusions and limitations of this study. The shortcomings of this study are mainly three. First, recitation can not improve all students; two, the choice of reading materials and the restriction of reading time affect reading effect. Three, the number of exercises in English writing is limited, which affects the effect of reading.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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