以读促写任务对初中生英语写作影响的行动研究

发布时间：2018-06-14 23:20

本文选题：初中英语 + 写作教学　；参考：《广州大学》2017年硕士论文

【摘要】：英语写作技能是英语学习的四项基本技能之一,是英语教学的重要组成部分。写作是语言知识和语言应用能力的反映;而作为英语学习的另一项基本技能,阅读一方面是学生获取信息和提高逻辑思维能力的手段,同时对促进学生能力具有重要的作用。英语写作教学的目的在于培养学生综合运用语言知识的能力。英语写作教学历来是英语教学中的重点和难点,在初中英语教学中亦不例外。本研究针对初中英语写作教学耗时低效的问题,采用行动研究方法,探讨以读促写任务教学对初中生英语写作产生的影响,旨在探索有效的英语写作教学方法,帮助学生养成多阅读、分析范文与模仿范文的习惯,并在模仿的基础上学会创新。本研究探讨以下两个研究问题:1)以读促写任务是否影响初中生的语言产出?2)以读促写任务是否影响初中生对英语写作的态度?本研究受试为广州市某中学初三年级的1个自然班,共22名学生。研究工具包括:调查问卷、面谈结果、课堂观察以及受试在6次任务中完成的写作样本共132个。本研究持续6周,分为3轮行动研究。每一轮行动研究为期2周,前一周学生按要求完成纯写作任务,即在20分钟内完成一篇命题作文,随后笔者对这些作文进行批改与讲评,并展示一篇参考范文供受试比较、讨论、分析与学习;后一周学生按要求完成以读促写的写作任务,即读完参考范文后再完成一篇与纯写作任务中的作文体裁相同、话题相同或者接近的英语作文,将其从参考范文中所学到的写作技巧应用于新的写作任务中,并尽量从篇章结构、语言表达以及连贯性等方面去模仿范文进行写作。将学生在两种不同的写作任务下完成的写作样本与范文在篇章结构、语言表达以及连贯性等方面进行比较,以了解以读促写任务给学生的英语写作所带来的影响。研究结果显示:以读促写任务对学生的语言产出-英语写作产生积极的影响,具体体现在篇章结构、语言表达以及连贯性等方面。此外,以读促写任务改变了学生对英语写作的态度,使学生更喜欢英语写作。以读促写任务是一种实用有效的初中英语写作教学方法,对提高初中英语写作教学效果具有良好的借鉴意义。
[Abstract]:English writing skill is one of the four basic English learning skills and an important part of English teaching. Writing is the reflection of language knowledge and language application ability, and as another basic skill in English learning, reading is not only a means for students to obtain information and improve their logical thinking ability, but also plays an important role in promoting students' ability. The purpose of English writing teaching is to develop students' ability to use language knowledge comprehensively. English writing teaching has always been the focus and difficulty in English teaching, and it is no exception in junior middle school English teaching. Aiming at the problem of time-consuming and inefficient English writing teaching in junior high school, this study adopts an action research method to explore the impact of reading and writing task teaching on junior high school students' English writing, with a view to exploring effective teaching methods of English writing. To help students develop the habit of reading, analyzing and imitating model essays, and learning to innovate on the basis of imitation. The present study explores the following two research questions: 1) whether reading and writing tasks affect junior high school students' language output (2) whether reading and writing tasks affect junior high school students' attitudes towards English writing? In this study, 22 students were enrolled in a natural class in grade 3 of a middle school in Guangzhou. The research tools include: questionnaire, interview results, classroom observation, and a total of 132 writing samples completed in 6 tasks. The study lasted 6 weeks and was divided into 3 rounds of action studies. Each round of action study lasted two weeks. The previous week, the students completed the pure writing task as required, that is, a propositional composition was completed in 20 minutes. Then the author revised and commented on these compositions, and presented a reference text for the subjects to compare. Discussion, analysis and learning; the next week students completed the task of reading and writing as required, that is, after reading the reference text, they completed an English composition with the same writing style as in the pure writing task, with the same or similar topics as in the writing task. The writing skills learned from the reference text are applied to the new writing task, and the model writing is imitated from the aspects of text structure, language expression, coherence and so on. In order to understand the impact of the task of reading on students' English writing, we compare the sample of writing completed by students under two different writing tasks with the model text in the aspects of text structure, language expression and coherence, and so on, in order to understand the impact of the task of reading and promoting writing on students' English writing. The results show that the task of reading and writing has a positive effect on students' language production-English writing, which is embodied in the aspects of text structure, language expression and coherence. In addition, reading-promoting tasks change students' attitude towards English writing and make students prefer English writing. The task of promoting English writing by reading is a practical and effective teaching method of English writing in junior high school, which has good reference significance for improving the teaching effect of English writing in junior high school.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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