基于支架理论的以读促写模式在初中英语写作教学中的实证研究

发布时间：2022-01-21 20:00

　　英语是国际上最为广泛应用的语言之一。英语的学习以及教学在中国的教育体系中占据重要的角色。良好的英语听、说、读、写能力会让学生在未来生活中更加出色。作为一种先进的语言交流手段,英语写作在中国往往被认为是最薄弱的环节。通过观察,作者发现在初中英语课堂上,学生们没有得到更好的写作训练,绝大多数教师仍然把课堂教学的重点放在词汇、语法以及阅读理解上。写作教学没有得到足够的重视。归结其原因在于课堂时间有限,教务繁重。由于受到传统的教学模式影响,教师总是习惯于把阅读与写作教学分开,因而学生的写作水平没能得到有效的提高。因此找到这些问题的解决方式势在必行。在相关的研究以及理论指导下（克拉申的输入假设,斯旺的输出假设以及支架理论等）,作者尝试把以读促写这一模式运用到写作课堂中以期验证其可行性。本研究旨在回答以下三个问题:1.以读促写在现今的教学中实行的程度如何?2.教师如何在课堂上实施以读促写教学?3.以读促写教学对提高学生写作能力的效果如何?为了验证这一教学方法的有效性作者在82位初中生中开展了为期四个月的对比实验。实验班采用以读促写的教学方法,对照班继续传统的教学方法。作者在分析问卷、测试和访谈数据... 

【文章来源】：杭州师范大学浙江省

【文章页数】：91 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Purpose and Research Questions
    1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 A Review on Writing Teaching
        2.1.1 Definition of Writing
        2.1.2 Development of the Writing Teaching Approach
            2.1.2.1 The Product-oriented Approach
            2.1.2.2 The Process-oriented Approach
            2.1.2.3 The Genre Approach
            2.1.2.4 Summary of the three approaches
    2.2 The Relationship Between Reading and Writing
    2.3 The Reading-to-Write Approach
        2.3.1 The Definition of Reading-to-Write Approach
        2.3.2 Related Studies on writing teaching abroad
        2.3.3 Related Studies on writing teaching in China
    2.4 Theoretical Foundations for the Reading-to-Write Approach
        2.4.1 Input Hypothesis
        2.4.2 Output Hypothesis
        2.4.3 Interaction Hypothesis
        2.4.4 The Scaffolding Theory
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Research Participants
        3.2.1 Student Participants
        3.2.2 Teacher Participants
    3.3 Research Materials
    3.4 Research Instruments
        3.4.1 Questionnaires
        3.4.2 Tests
        3.4.3 Interviews
    3.5 Research Procedures
        3.5.1 Pre-experiment Stage
        3.5.2 While-experiment Stage
        3.5.3 Post-experiment Stage
CHAPTER FOUR RESULTS AND DISCUSSIONS
    4.1 Results and Discussion of the Questionnaires
        4.1.1 Results and Discussion of the Pre-questionnaire
        4.1.2 Results and Discussion of the Post-questionnaire
    4.2 Results and Discussion of the Relationship Between Reading and Writing
    4.3 Results and Discussion of the Tests
        4.3.1 Results and Discussion of the Pre-test
        4.3.2 Results and Discussion of the Post-test
        4.3.3 Comparison Between Pre-test and Post-test
    4.4 Results and Discussion of the Interviews
        4.4.1 Results and Discussion of the Interview with Teachers
        4.4.2 Results and Discussion of the Interview with Students
CHAPTER FIVE CONCLUSION
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Study
    5.4 Proposals for Further Study
REFERENCES
中文参考文献
APPENDICES
    Appendix I (Teaching materials from PEP Go for it! Book 3)
    Appendix II (Writing topic of pre-test)
    Appendix III (Writing topic of post-test)
    Appendix IV (Grading criteria of writing)
    Appendix V (Pre-questionnaire)
    Appendix VI (Post-questionnaire)
    Appendix VII (Outline of interview for teachers)
    Appendix VIII (Outline of interview for students)
    Appendix IX (Writing scores in pre-test and post-test)
    Appendix X (Samples of students’ compositions)
ACKNOWLEDGEMENT


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