以读促写对高中生英语写作质量的影响
发布时间：2024-04-21 21:32
本论文旨在研究以读促写对高中生写作质量的影响。研究的理论基础是Krashen的输入理论、Swain的输出理论和图式理论。本研究所探讨的研究问题如下:1.以读促写对高中生英语写作质量的内容、结构和语言是否有影响?如有,有哪些影响?2.以读促写对高水平学生和低水平学生英语写作质量的内容、结构和语言方面的影响是否有差异?如有,有哪些差异?本研究主要采用定量和定性相结合的方法。定性研究主要涉及八名代表学生的访谈。定量研究主要涉及两个书面测试。研究对象选取扬州瓜洲中学高二年级的75名学生,其中包括40名实验班学生和35名控制班学生。根据前测,实验班和控制班在英语写作整体水平上没有显著的差异,在内容、结构和语言的三个具体方面也没有显著的差异。实验从2018年4月2日到2018年6月7日持续了约两个月。前测和后测试卷都是从江苏高考的作文考试中选择的。实验班引入以读促写教学,控制班采用常规教学。在为期两个月的教学实验后,用独立样本T检验和配对样本T检验对实验结果进行分析。定性研究主要涉及八名代表性学生的访谈。这次访谈是在2018年6月7日,也就是后测之后的一天在会议室用中文进行的。采访结束后,研究者将...
【文章页数】：56 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Overview of the Study
1.2 Significance of the Study
1.3 Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Key Terms in the Study
2.1.1 Writing
2.1.2 Reading-to-write
2.2 Theoretical Framework for the Present Study
2.2.1 Krashen's Input Hypothesis
2.2.2 Swain's Output Hypothesis
2.2.3 Schema Theory
2.3 Related Studies abroad and at Home
2.3.1 Studies on Reading-to-write abroad
2.3.2 Studies on Reading-to-write at Home
2.3.3 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Designs
3.2.1 The Quantitative Research Design
3.2.2 The Qualitative Research Design
Chapter Four Results and Discussion
4.1 Effects of Reading-to-write on Students' Writing Quality
4.1.1 The Effect on Content in Writing
4.1.2 The Effect on Organization in Writing
4.1.3 The Effect on Language in Writing
4.2 Differences of Effects of Reading-to-write on Writing Quality between Higher-Leveland Lower-level Students
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Present Study
5.4 Suggestions for Future Study
References
Appendixes
Appendix Ⅰ: Model essay
Appendix Ⅱ: Writing task in pre-test
Appendix Ⅲ: Writing task in post-test
Appendix Ⅳ: Analytic rating criterion
本文编号：3961477
【文章页数】：56 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Overview of the Study
1.2 Significance of the Study
1.3 Overall Structure of the Thesis
Chapter Two Literature Review
2.1 Key Terms in the Study
2.1.1 Writing
2.1.2 Reading-to-write
2.2 Theoretical Framework for the Present Study
2.2.1 Krashen's Input Hypothesis
2.2.2 Swain's Output Hypothesis
2.2.3 Schema Theory
2.3 Related Studies abroad and at Home
2.3.1 Studies on Reading-to-write abroad
2.3.2 Studies on Reading-to-write at Home
2.3.3 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Designs
3.2.1 The Quantitative Research Design
3.2.2 The Qualitative Research Design
Chapter Four Results and Discussion
4.1 Effects of Reading-to-write on Students' Writing Quality
4.1.1 The Effect on Content in Writing
4.1.2 The Effect on Organization in Writing
4.1.3 The Effect on Language in Writing
4.2 Differences of Effects of Reading-to-write on Writing Quality between Higher-Leveland Lower-level Students
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Present Study
5.4 Suggestions for Future Study
References
Appendixes
Appendix Ⅰ: Model essay
Appendix Ⅱ: Writing task in pre-test
Appendix Ⅲ: Writing task in post-test
Appendix Ⅳ: Analytic rating criterion
本文编号：3961477
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