以读促写模式在初中英语写作中的实证研究

发布时间：2022-06-24 10:12

　　写作作为英语基本语言技能之一,充分展现了学生的语言综合运用能力。学生的书面表达能力不仅展现了学生对英语语言知识的掌握,更是学生思维能力和思想深度的体现。虽然如今的英语课堂已经突破了传统教学模式的束缚,但教学效果依然不尽如人意。课堂中主要以口语和语法练习为主,写作练习少之又少。因此,写作成为学生英语学习的薄弱环节。如何让学生在英语写作中言之有理,言之有据,成为了当今初高中英语教育教学的重要课题。近年来,国内外二语习得研究者深入研究提高英语写作的方法,提出了以读促写的教学模式。本实验采用该教学方法,将阅读与写作完美结合,立足文本,深入分析文本结构和语言运用,引导学生归纳和积累写作素材,进一步提高学生写作能力和写作水平。本文以输入理论和输出理论为基础,试图回答以下两个问题:（1）以读促写教学模式能否提高初中学生的英语写作成绩?如果能,在内容,语言和结构方面,哪一方面的提高最大?（2）学生对于以读促写教学模式的态度如何?本文采用实证研究,研究对象为兰州市第五中学初二年级两个平行班共100名学生。研究工具为写作测试,问卷和访谈。通过8周的实验研究,作者将前后测和调查问卷所得数据录入SPSS 24... 

【文章页数】：65 页

【学位级别】：硕士

【文章目录】：
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
Chapter Two Literature Review
    2.1 Previous Studies on Relationship between Reading and Writing
    2.2 Previous Studies on Reading-to-write in EFL Writing Instruction
        2.2.1 Definition of Reading-to-write Method
        2.2.2.Previous Studies on Reading-to-write Method in EFL Writing Instruction Abroad
        2.2.3 Previous Studies on Reading-to-write in EFL Writing Instruction at Home
Chapter Three Theoretical Basis
    3.1 Krashen’s Input Hypothesis
    3.2 Swain’s Output Hypothesis
    3.3 Summary
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Tests
        4.3.2 Questionnaire
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Pretest
        4.4.2 Treatment
            4.4.2.1 Reading-to-writing Teaching Method in Experimental Class
            4.4.2.2 Conventional Teaching Method in Control Class
        4.4.3 Posttest,Questionnaire and Interview
    4.5 Case Analysis
        4.5.1 Case Analysis of EC
        4.5.2 Case Analysis of CC
    4.6 Data Collection
Chapter Five Results and Discussion
    5.1 Results of the Experiment
        5.1.1 Results of Question One
        5.1.2 Results of Question Two
    5.2 Discussion of the Experiment
        5.2.1 Discussion of Question One
        5.2.2 Discussion of Question Two
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications of the Study
        6.2.1 Inspiration and Development of Students'Writing Interests
        6.2.2 Cultivation of Students'Reading Input Awareness
        6.2.3 Attention to the Writing Output after Reading Input
    6.3 Limitations and Suggestions for the Further Studies
References
Appendix Ⅰ Marking Criteria
Appendix Ⅱ Questionnaire
Appendix Ⅲ Questions of Interview
Appendix Ⅳ Compositions for Pretest
Appendix Ⅴ Composition for Posttest
Appendix Ⅵ Source Text
Appendix Ⅶ Supplementary Material
Acknowledgements



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