多模态信息输入模式的写作教学对高中生英语写作表现的影响

发布时间：2025-05-05 01:27

　　英语写作是检验学生英语综合运用能力的重要方面,也是语言学习过程中复杂的输出过程。因此,高中英语教学的一个重要目的就是培养学生的英语写作能力。而在高中阶段,则主要是以试卷中学生的书面写作方面的表现来衡量学生的英语写作能力。本研究通过在高中英语教学中实施多模态信息输入教学来探索其对学生写作表现的影响,具体探究以下问题的答案:1)多模态信息输入教学就词汇表达方面对高中生英语写作表现有何影响?2)多模态信息输入教学就写作观点方面对高中生英语写作表现有何影响?3)多模态信息输入教学就写作结构方面对高中生英语写作表现有何影响?本研究主要采用了定性和定量的研究方法。定性研究主要包括对YZ市某高级中学高二全体英语老师的访谈和对高二(6)班的49名学生的问卷调查;定量研究主要包括两套期末统测卷的两篇英文写作。研究对象选取YZ市某高级中学高二(6)班的49名学生和高二(7)班分51名学生,分别作为实验班和对照班。根据前测,实验班和对照班就写作表现在构词,主题创作和文章结构创作方面无显著性差异,他们的整体创作能力也处于同一水平。由同样的老师用不同的方法进行教学。为提高写作表现,两个班的学生每周都有一节写作训练...

【文章页数】：73 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Significance and Purpose of the Study
    1.3 Overall Stucture of the Thesis
Chapter Two Literature Review
    2.1 Key Terms and Basic Concepts
        2.1.1 Definition of Multimode
        2.1.2 Definition of Multimodal Information Input
        2.1.3 Writing ability
        2.1.4 Writing performance
    2.2 Previous studies at Home and Abroad
        2.2.1 Studies on Multimodal Theory Abroad
        2.2.2 Studies on Multimodal Theory at Home
        2.2.3 Studies on English Writing Teaching Abroad
        2.2.4 Studies on Writing Teaching at Home
        2.2.5 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Design
        3.2.1 Interview
        3.2.2 Experimental design
            3.2.2.1 Subjects
            3.2.2.2 Research Instruments
            3.2.2.3 Statistical Device
            3.2.2.4 Teaching Experiment
            3.2.2.5 Reflection on Teaching Design
Chapter Four Results and Discussion
    4.1 Results and Discussion of the Effect of Multimodal Information Input Teaching onSenior Students Writing performance in Terms of the linguistic expression
    4.2 Results and Discussion of the Effect of Multimodal Information Input Teaching onSenior Students Writing performance in Terms of the point of view
    4.3 Results and Discussion of Multimodal Information Input Teaching on Senior StudentsWriting performance in Terms of the structure in writing
    4.4 Results and Discussion of Questionnaire
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications to High School English Teaching
    5.3 Limitations of the Present Study
    5.4 Suggestions on Multimodal Information Imput in English Writing Teaching
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appeudix Ⅵ
Appendix Ⅶ
Appendix Ⅷ



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