过程体裁教学法在高中英语写作教学中应用的行动研究

发布时间：2020-12-06 18:31

　　《普通高中英语课程标准》(2017)提出了“核心素养”的教学理念,提出英语课程内容是发展学生学科核心素养的基础。践行以“主题意义”为引领的写作深度教学,开展形式多样的写作教学活动,是未来的一种教学趋势。高中英语写作教学在新形势下必须服务于“核心素养”的教学理念,通过构建新的写作教学观,来促进学生学科核心素养的形成与发展。然而,在现实的英语教学过程中,笔者却发现我教授的高中生的英语写作状况不容乐观:学生对写作缺乏信心,语言输入严重不足,词汇贫乏,语法错误多,中式英语泛滥,重要的是,文章内容不清晰,文章的体裁意识弱,缺乏将知识灵活迁移运用到写作中的能力,这跟师生迫切渴望考试结果而不重视写作过程中的指导、监控和评价有关。因此,笔者决定通过行动研究,采用Badger和White(2000)提出的过程体裁教学法进行写作教学,从语篇体裁结构和语言输入着手为高中生写作输出提供可仿照的模板并让学生参与到写作过程中,从而提高他们的英语写作能力。具体回答以下三个研究问题:1)过程体裁教学法是否能够影响学生的写作态度?他们的写作兴趣、写作信心和写作焦虑会改变吗?2)过程体裁教学法是否能够影响学生的写作过程?... 

【文章来源】：广州大学广东省

【文章页数】：114 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 The Structure of Thesis
Chapter Two Literature Review
    2.1 An Overview of English Writing Teaching
    2.2 Previous Studies on English Writing Approaches
        2.2.1 The Product Approach
        2.2.2 The Process Approach
        2.2.3 The Content-based Approach
        2.2.4 The Genre Approach
        2.2.5 The Limitations of the Four Approaches
    2.3 Process-genre Approach
        2.3.1 Introduction to the Process-genre Approach
        2.3.2 Theoretical Bases of the Process-genre Approach
        2.3.3 Previous Empirical Studies on the Process-genre Approach
        2.3.4 Gap in Previous Studies
Chapter Three Research Methodology
    3.1 Introduction to Action Research
    3.2 Research Questions
    3.3 Participants
    3.4 Instruments
        3.4.1 Questionnaires
        3.4.2 English Writing Tests
        3.4.3 Researcher-student Interviews
        3.4.4 An Evaluation Form for Students’essay Assessment
    3.5 Research Procedure
        3.5.1 Finding the Problems
        3.5.2 Overall Planning
        3.5.3 The First-round Research
        3.5.4 The Second-round Research
Chapter Four Results and Discussion
    4.1 Results for Research Question1
    4.2 Results for Research Question2
    4.3 Results for Research Question3
    4.4 Discussions of the Results
        4.4.1 Discussion on the Effect of the Process-genre Approach onStudents’Attitude towards English Writing
        4.4.2 Discussion on the Effect of the Process-genre Approach onStudents’English Writing Process
        4.4.3 Discussion on the Effect of the Process-genre Approach onStudents’English Writing Ability
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Appendix I: Pre-questionnaire on English Writing
Appendix Ⅱ:Post-questionnaire on English Writing
Appendix I&Ⅱ（中文版）:英语写作情况调查问卷表
Appendix Ⅲ: Written Expression Assessment Checklist IAn Evaluation Form
Appendix Ⅳ:Written Expression Assessment Checklist IIEnglish Composition Scoring Standard for National College EntranceExamination
Appendix Ⅴ:Questions for the First Researcher-student Interview
Appendix Ⅵ:Questions for the Second Researcher-studentInterview
Appendix Ⅶ:Questions for the Last Researcher-student Interview
Appendix Ⅷ:Transcript of the Researcher-student Interview I
Appendix IX:Transcript of the Researcher-student Interview Ⅱ
Appendix X:Transcript of the Researcher-student Interview Ⅲ
Appendix XI:Scores of Tests



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