“以读促写”在初中英语写作教学应用中的实证研究
发布时间：2023-04-28 05:30
英语阅读和写作是英语学习中两项重要的技能。然而,在国内的英语教学中,英语教师将大量的时间和精力投入到语法,阅读等教学中,较少教授英语写作。很多学生即使掌握了大量的英语词汇和精确语法,仍旧很难写出一篇通顺的文章因此,大批研究者开展了许多关于英语写作的研究,期望提高学生的写作能力。一些研究表明,一定量的可理解性阅读对写作有促进作用。因此本研究基于以往的写作研究,以输入假设、输出假设等为理论基础,致力于探讨两个研究问题:(1)“以读促写”写作方法对初中生英语写作水平有什么样的影响?(2)“以读促写”方法对初中生写作兴趣和写作态度有什么影响?研究者选取沈阳市某初中,开展为期三个月的“以读促写”的实验。本研究中实验对象共86人,分别来自初二的两个平行班级,其中实验班42人,控制班44人。在实验班,教师使用“以读促写”教学方法,在对照班,延用读写分离的写作方法。作者利用写作测试,问卷,访谈等工具收集实验数据,并对数据进行描述性统计分析,独立样本T检验和配对样本T检验。实验研究结果表明:(1)“以读促写”法对提高初中生英语写作的文章结构,语言能力,文章内容等方面有显著效果。(2)“以读促写”法可以有...
【文章页数】：128 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract in English
Abstract in Chinese
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 The Reading-to-Write
2.1.1 The Definition of Reading-to-Write
2.1.2 The Steps of Reading-to-Write
2.1.3 The Advantages of Reading-to-Write
2.2 Theoretical Bases of Reading-to-Write
2.2.1 Krashen’s Input Hypothesis
2.2.2 Swain’s Output Hypothesis
2.2.3 Schema Theory
2.3 Previous Studies on Reading-to-Write
2.3.1 Previous Studies Abroad
2.3.2 Previous Studies at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Interview
3.3.3 Tests
3.4 Procedure
3.5 Data Collection
3.6 Data Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 Results and Comparison of the Questionnaires in EC
4.1.2 Results of the Interview in EC
4.1.3 Results of the Pre-test in EC and CC
4.1.4 Results of the Post-test in EC and CC
4.2 Discussion
4.2.1 Discussion on the Effects of Reading-to-Write Approach on Junior High Students’ Writing Competence
4.2.2 Discussion on Students’ Interest and Attitudes towards Reading-to-Write
4.3 Suggestions for English Teachers
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Researches
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
本文编号：3803839
【文章页数】：128 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract in English
Abstract in Chinese
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 The Reading-to-Write
2.1.1 The Definition of Reading-to-Write
2.1.2 The Steps of Reading-to-Write
2.1.3 The Advantages of Reading-to-Write
2.2 Theoretical Bases of Reading-to-Write
2.2.1 Krashen’s Input Hypothesis
2.2.2 Swain’s Output Hypothesis
2.2.3 Schema Theory
2.3 Previous Studies on Reading-to-Write
2.3.1 Previous Studies Abroad
2.3.2 Previous Studies at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Interview
3.3.3 Tests
3.4 Procedure
3.5 Data Collection
3.6 Data Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 Results and Comparison of the Questionnaires in EC
4.1.2 Results of the Interview in EC
4.1.3 Results of the Pre-test in EC and CC
4.1.4 Results of the Post-test in EC and CC
4.2 Discussion
4.2.1 Discussion on the Effects of Reading-to-Write Approach on Junior High Students’ Writing Competence
4.2.2 Discussion on Students’ Interest and Attitudes towards Reading-to-Write
4.3 Suggestions for English Teachers
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Researches
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
本文编号：3803839
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