过程体裁法在高中英语应用文写作教学的实证研究
发布时间：2024-06-14 19:35
我国中学提倡学生“用英语做事情”,英语应用文写作是英语课程的重要组成部分。然而不少学者与教师认为,以语法为导向的写作教学模式在英语应用文写作教学效果欠佳。此外,高中英语新课标强调思维品质的培养与课程内容的语境化,也对英语应用文写作教学的改革提出了要求。随着理论与实践的发展,新的写作教学法陆续出现,其中,Badger&White提出的过程体裁法,在近年来受到广泛的关注。过程体裁法的跨学科理论特征,为整合各种教学法的优点提供了可能。基于近年来学界的理论构想和教育界的实践经验,本研究将过程体裁法应用于高中英语应用文写作教学,进行了为期12周的实验,试图回答以下两个问题:1、过程体裁法能否显著提高英语应用文写作能力?2、通过过程体裁法教学,学生对英语应用文写作的态度是否会转变?经过结果分析,本研究得出以下两个主要结论:1、过程体裁法能显著提高英语应用文写作能力。2、过程体裁法教学能使学生对应用文写作能力的提高更有信心,对英语应用文写作更感兴趣。研究表明,过程体裁法中的先写后学、体裁分析与多稿写作等一系列教学步骤能有效提高英语应用文写作能力,激发学生写作的兴趣并增强学生的信心。
【文章页数】：91 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.2 Research objectives
1.3 Research significance
1.4 Organization of the thesis
Chapter Two Literature Review
2.1 Relevant researches abroad on process-genre approach
2.2 Relevant researches at home on process-genre approach
2.3 Limitations of previous researches
Chapter Three Theoretical Framework
3.1 Writing cognitive process model
3.2 Martin’s genre analysis framework
3.3 The connection of the two theories
Chapter Four Methodology
4.1 Research questions
4.2 Subjects
4.3 Instruments
4.3.1 Writing tests
4.3.2 Questionnaires
4.3.3 Interviews
4.3.4 Classroom observation
4.4 Research procedures
4.5 Instructional design
4.5.1 Teaching procedures in the experimental class
4.5.2 Teaching procedures in the control class
4.6 Data collection and analysis
Chapter Five Data Analysis and Discussion
5.1 Analysis of the questionnaires
5.2 Analysis of the tests
5.2.1 The pre-test in the experimental class and the control class
5.2.2 The results of the post-test in the experimental class and the control class
5.3 Analysis of classroom observation
5.4 Analysis of the interview
5.5 Discussion
5.5.1 Differences in practical English writing ability between the experimental class and the control class
5.5.2 Differences in attitude towards practical English writing between the experimental class and the control class
Chapter Six Conclusions
6.1 Major findings
6.2 Pedagogical implications
6.3 Suggestions for further studies
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
作者简介及攻读硕士学位期间取得的研究成果
本文编号：3994329
【文章页数】：91 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.2 Research objectives
1.3 Research significance
1.4 Organization of the thesis
Chapter Two Literature Review
2.1 Relevant researches abroad on process-genre approach
2.2 Relevant researches at home on process-genre approach
2.3 Limitations of previous researches
Chapter Three Theoretical Framework
3.1 Writing cognitive process model
3.2 Martin’s genre analysis framework
3.3 The connection of the two theories
Chapter Four Methodology
4.1 Research questions
4.2 Subjects
4.3 Instruments
4.3.1 Writing tests
4.3.2 Questionnaires
4.3.3 Interviews
4.3.4 Classroom observation
4.4 Research procedures
4.5 Instructional design
4.5.1 Teaching procedures in the experimental class
4.5.2 Teaching procedures in the control class
4.6 Data collection and analysis
Chapter Five Data Analysis and Discussion
5.1 Analysis of the questionnaires
5.2 Analysis of the tests
5.2.1 The pre-test in the experimental class and the control class
5.2.2 The results of the post-test in the experimental class and the control class
5.3 Analysis of classroom observation
5.4 Analysis of the interview
5.5 Discussion
5.5.1 Differences in practical English writing ability between the experimental class and the control class
5.5.2 Differences in attitude towards practical English writing between the experimental class and the control class
Chapter Six Conclusions
6.1 Major findings
6.2 Pedagogical implications
6.3 Suggestions for further studies
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
作者简介及攻读硕士学位期间取得的研究成果
本文编号：3994329
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