基于窄式阅读的“以读促写”模式对促进高中生英语写作能力的实证研究
发布时间：2023-06-10 15:33
英语写作作为一项产出性技能,一直是高中英语教学中的重点和难点。当前的高中英语写作教学成效不大,因此教学工作者及研究者不断地探索新的教学方法来帮助学生更好地提高英语写作技能。美国语言学家史蒂芬·克拉申曾于1981年提出了“窄式阅读”的外语学习策略,即通过阅读同一风格、同一主题或某位作家的多部作品来提高阅读能力的一种策略。近些年,大多数国内外学者将窄式阅读这一学习策略用于词汇附带习得及英语阅读教学中,而将其应用到写作教学中的研究却甚少。本研究中的基于窄式阅读的“以读促写”模式强调阅读和写作是一个整体,它要求学生在写作之前阅读一系列关于某个主题的文章,在语言输出之前进行语言的大量输入,将阅读理解与写作产出紧密结合,语言学习与语言运用紧密结合,以达到以读促写、以写促学的目的。本研究将基于窄式阅读的“以读促写”模式应用于高中英语写作教学中,旨在验证以下3个假设:1.基于窄式阅读的“以读促写”模式能够影响高中生对英语写作的态度。2.基于窄式阅读的“以读促写”模式能够提高高中生的英语写作能力。3.基于窄式阅读的“以读促写”模式能够对高中生英语写作的语言、内容和篇章结构产生影响。笔者在通辽市一所普通高...
【文章页数】：86 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
ChapterⅠ Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.3 Structure of the Thesis
ChapterⅡ Literature Review
2.1 Related Concepts
2.1.1 Definition of Writing
2.1.2 Definition of Writing Ability
2.1.3 Definition of Narrow Reading
2.1.4 Benefits of Narrow Reading
2.2 Approaches to English Writing Teaching
2.2.1 Product Approach
2.2.2 Process Approach
2.2.3 Genre Approach
2.2.4 Length Approach
2.2.5 Reading-to-Write Approach
2.3 Theoretical Frameworks
2.3.1 Krashen’s Input Hypothesis
2.3.2 Schema Theory
2.3.3 Swain’s Output Hypothesis
2.4 Related Research on Narrow Reading Abroad and at Home
2.4.1 Related Researches on Narrow Reading Abroad
2.4.2 Related Researches on Narrow Reading at Home
ChapterⅢ Research Methodology
3.1 Research Aims and Hypotheses
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Test
3.3.3 Interview
3.4 Research Procedures
3.4.1 Pre-questionnaire
3.4.2 Pre-test
3.4.3 Materials for the Experiment
3.4.4 Teaching Procedures
3.4.5 Post-questionnaire
3.4.6 Post-test
3.4.7 Interview
3.5 English Writing Scoring Criteria
3.6 Data Collation
3.7 A Case of an Instructional Design of Reading-to-Write Model of Writing Class
ChapterⅣ Results and Discussion
4.1 Correlation Analysis between Writing Attitude and WritingPerformance
4.2 Results and Discussion of Writing Tests
4.2.1 Results and Discussion of Pre-tests
4.2.2 Results and Discussion of Post-tests
4.3 Results and Discussion of Questionnaire
4.4 Results and Discussion of Interview
ChapterⅤ Conclusion
5.1 Major Findings
5.2 Suggestions for English Writing Teaching
5.3 Limitations and Suggestions
Bibliography
Appendix1 Holistic English Writing Scoring Criteria
Appendix2 Analytic English Writing Scoring Criteria
Appendix3 Questionnaire
Appendix4 Sample of Reading Material
Appendix5 Writing Tests
Appendix6 Interview
Appendix7 Excerpt of Interview
Acknowledgements
本文编号：3833122
【文章页数】：86 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
ChapterⅠ Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.3 Structure of the Thesis
ChapterⅡ Literature Review
2.1 Related Concepts
2.1.1 Definition of Writing
2.1.2 Definition of Writing Ability
2.1.3 Definition of Narrow Reading
2.1.4 Benefits of Narrow Reading
2.2 Approaches to English Writing Teaching
2.2.1 Product Approach
2.2.2 Process Approach
2.2.3 Genre Approach
2.2.4 Length Approach
2.2.5 Reading-to-Write Approach
2.3 Theoretical Frameworks
2.3.1 Krashen’s Input Hypothesis
2.3.2 Schema Theory
2.3.3 Swain’s Output Hypothesis
2.4 Related Research on Narrow Reading Abroad and at Home
2.4.1 Related Researches on Narrow Reading Abroad
2.4.2 Related Researches on Narrow Reading at Home
ChapterⅢ Research Methodology
3.1 Research Aims and Hypotheses
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Test
3.3.3 Interview
3.4 Research Procedures
3.4.1 Pre-questionnaire
3.4.2 Pre-test
3.4.3 Materials for the Experiment
3.4.4 Teaching Procedures
3.4.5 Post-questionnaire
3.4.6 Post-test
3.4.7 Interview
3.5 English Writing Scoring Criteria
3.6 Data Collation
3.7 A Case of an Instructional Design of Reading-to-Write Model of Writing Class
ChapterⅣ Results and Discussion
4.1 Correlation Analysis between Writing Attitude and WritingPerformance
4.2 Results and Discussion of Writing Tests
4.2.1 Results and Discussion of Pre-tests
4.2.2 Results and Discussion of Post-tests
4.3 Results and Discussion of Questionnaire
4.4 Results and Discussion of Interview
ChapterⅤ Conclusion
5.1 Major Findings
5.2 Suggestions for English Writing Teaching
5.3 Limitations and Suggestions
Bibliography
Appendix1 Holistic English Writing Scoring Criteria
Appendix2 Analytic English Writing Scoring Criteria
Appendix3 Questionnaire
Appendix4 Sample of Reading Material
Appendix5 Writing Tests
Appendix6 Interview
Appendix7 Excerpt of Interview
Acknowledgements
本文编号：3833122
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