书面言语化对初中生英语写作中语法准确性的影响研究
发布时间：2022-02-18 07:46
在维果斯基的社会文化理论框架中,语言在学习中起着重要作用。在维果斯基的社会文化理论基础之上,2006年,Swain在二语习得中提出了言语化的概念。言语化（说和写）是认知工具。它是通过语言完成复杂认知的思想活动,是动态的理解意义和构建知识的认知过程。2009年,Suzuki率先将书面言语化引入二语习得领域。在本研究中,书面言语化被界定为语言的一种行为,但是是以书面的形式出现。通过书面言语化,研究对象可以将他们的所思所想转化为书面文字,从而重新反思和思考他们在英语写作中遇到的困难。本研究深入探讨了书面言语化对英语写作中语法准确性的影响。基于以往的研究成果及本研究的研究目的,本研究提出三个研究问题:（1）书面言语化对初中生英语写作中语法准确性的影响是什么?（2）书面言语集（通过书面言语集的数量和类型来衡量）和修改任务之间的关系是什么?（3）学习者如何看待书面言语在提高直接书面纠正反馈效率从而提高写作准确性方面的作用?笔者在本项研究中采用定量研究方法和定性研究方法,即通过前测和后测以及半结构访谈来探讨书面言语化对英语写作中语法准确性的影响。本研究的受试是80名将英语作为外语的中国学生,刚进入初...
【文章来源】：陕西师范大学陕西省211工程院校教育部直属院校
【文章页数】：116 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Organization of the Study
Chapter Two Literature Review
2.1 Relevant Concepts about Written Languaging
2.1.1 Languaging
2.1.2 Oral Languaging
2.1.3 Written Languaging
2.2 Theoretical Framework
2.2.1 Vygotsky's Sociocultural Theory
2.2.2 Swain's Output Hypothesis
2.3 Studies on Written Languaging in English Writing
2.3.1 Studies on Written Languaging in English Writing Abroad
2.3.2 Studies on Written Languaging at Home
2.4 Summary
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Tests
3.3.2 Interview
3.4 Research Procedures
3.5 Data Collection
Chapter Four Results and Discussion
4.1 The Effects of Written Languaging on Grammatical Accuracy
4.1.1 Results and Discussion of Pretests for Two Groups
4.1.2 Results and Discussion of Posttests for Two Groups
4.1.3 Results and Discussion of Pretest and Posttest for Control Group
4.1.4 Results and Discussion of Pretest and Posttest for Experimental Group
4.2 The Effects of Written Languaging Episodes on Grammatical Accuracy
4.2.1 Occurrence and Types of Written Languaging during the LanguagingCondition
4.2.2 Relationship between WLEs and Subsequent Performance
4.2.3 Types of WLEs and Types of Revision
4.3 Results from the Interview about Written Languaging
4.3.1 Effects of Written Languaging and the Corresponding Reasons
4.3.2 Difficulties and Strategies during Written Languaging
4.3.3 Students' Suggestions on Implementing Written Languaging
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations
5.4 Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
攻读学位期间科研成果
【参考文献】：
期刊论文
[1]大学生英语写作焦虑自我调节策略研究[J]. 马洁,董攀. 外语界. 2017(05)
[2]大学英语教学中反思型教学实践研究[J]. 鲁平平. 教育理论与实践. 2016(36)
[3]以任务促进非英语专业学习者的反思性学习能力和写作能力的发展[J]. 冯满珍,郑新民. 中国外语. 2016(06)
[4]教师指导与学生学术英语写作能力发展——“学术英语阅读与写作课程”的反思性教学研究[J]. 杨鲁新. 外语与外语教学. 2015(05)
[5]行动研究视角下大学英语教学反思能力的职前培养研究[J]. 李新涛,韩少杰,罗双妤. 中国外语. 2015(05)
[6]口译笔记认知与非英语专业学生交传质量的相关性[J]. 王建华,郭薇. 外语与外语教学. 2015(04)
[7]高校英语教师教学反思研究与分析[J]. 李新慧. 吉首大学学报(社会科学版). 2015(S1)
[8]书面纠正性反馈对英语冠词显性、隐性知识发展的作用[J]. 姜琳,陈锦. 解放军外国语学院学报. 2014(06)
[9]书面纠正性反馈与二语习得——针对英语类指名词短语用法的实证研究[J]. 姜琳,陈锦. 当代外语研究. 2013(11)
[10]大学英语写作反馈方式的对比研究[J]. 周一书. 外语界. 2013(03)
本文编号：3630481
【文章来源】：陕西师范大学陕西省211工程院校教育部直属院校
【文章页数】：116 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Organization of the Study
Chapter Two Literature Review
2.1 Relevant Concepts about Written Languaging
2.1.1 Languaging
2.1.2 Oral Languaging
2.1.3 Written Languaging
2.2 Theoretical Framework
2.2.1 Vygotsky's Sociocultural Theory
2.2.2 Swain's Output Hypothesis
2.3 Studies on Written Languaging in English Writing
2.3.1 Studies on Written Languaging in English Writing Abroad
2.3.2 Studies on Written Languaging at Home
2.4 Summary
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Tests
3.3.2 Interview
3.4 Research Procedures
3.5 Data Collection
Chapter Four Results and Discussion
4.1 The Effects of Written Languaging on Grammatical Accuracy
4.1.1 Results and Discussion of Pretests for Two Groups
4.1.2 Results and Discussion of Posttests for Two Groups
4.1.3 Results and Discussion of Pretest and Posttest for Control Group
4.1.4 Results and Discussion of Pretest and Posttest for Experimental Group
4.2 The Effects of Written Languaging Episodes on Grammatical Accuracy
4.2.1 Occurrence and Types of Written Languaging during the LanguagingCondition
4.2.2 Relationship between WLEs and Subsequent Performance
4.2.3 Types of WLEs and Types of Revision
4.3 Results from the Interview about Written Languaging
4.3.1 Effects of Written Languaging and the Corresponding Reasons
4.3.2 Difficulties and Strategies during Written Languaging
4.3.3 Students' Suggestions on Implementing Written Languaging
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations
5.4 Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
攻读学位期间科研成果
【参考文献】：
期刊论文
[1]大学生英语写作焦虑自我调节策略研究[J]. 马洁,董攀. 外语界. 2017(05)
[2]大学英语教学中反思型教学实践研究[J]. 鲁平平. 教育理论与实践. 2016(36)
[3]以任务促进非英语专业学习者的反思性学习能力和写作能力的发展[J]. 冯满珍,郑新民. 中国外语. 2016(06)
[4]教师指导与学生学术英语写作能力发展——“学术英语阅读与写作课程”的反思性教学研究[J]. 杨鲁新. 外语与外语教学. 2015(05)
[5]行动研究视角下大学英语教学反思能力的职前培养研究[J]. 李新涛,韩少杰,罗双妤. 中国外语. 2015(05)
[6]口译笔记认知与非英语专业学生交传质量的相关性[J]. 王建华,郭薇. 外语与外语教学. 2015(04)
[7]高校英语教师教学反思研究与分析[J]. 李新慧. 吉首大学学报(社会科学版). 2015(S1)
[8]书面纠正性反馈对英语冠词显性、隐性知识发展的作用[J]. 姜琳,陈锦. 解放军外国语学院学报. 2014(06)
[9]书面纠正性反馈与二语习得——针对英语类指名词短语用法的实证研究[J]. 姜琳,陈锦. 当代外语研究. 2013(11)
[10]大学英语写作反馈方式的对比研究[J]. 周一书. 外语界. 2013(03)
本文编号：3630481
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