發(fā)布時(shí)間：2024-10-05 06:43

　　隨著課改的進(jìn)行,高中英語(yǔ)教學(xué)受到了越來(lái)越多的關(guān)注,作為語(yǔ)言輸出能力之一的英語(yǔ)寫(xiě)作更應(yīng)該得到重視。因此,為了提高學(xué)生的英語(yǔ)寫(xiě)作水平,一些研究者嘗試了不同的英語(yǔ)寫(xiě)作教學(xué)方法,整體聽(tīng)寫(xiě)就是其中之一。整體聽(tīng)寫(xiě)在傳統(tǒng)聽(tīng)寫(xiě)的基礎(chǔ)上發(fā)展而來(lái),但兩者之間存在著明顯的區(qū)別。整體聽(tīng)寫(xiě)是一種以篇章為基礎(chǔ),以任務(wù)為基礎(chǔ),以學(xué)生為中心的教學(xué)方法,目的是為了幫助學(xué)習(xí)者注意語(yǔ)言的形式和意義�？v觀國(guó)內(nèi)外相關(guān)研究,整體聽(tīng)寫(xiě)是一種有效的外語(yǔ)教學(xué)方法。許多研究證明整體聽(tīng)寫(xiě)能夠提高學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)綜合語(yǔ)言能力。其中關(guān)于整體聽(tīng)寫(xiě)對(duì)英語(yǔ)寫(xiě)作的影響的研究都是與傳統(tǒng)的英語(yǔ)寫(xiě)作教學(xué)方法作對(duì)比,證明該方法適用于高中英語(yǔ)寫(xiě)作課堂。另外,許多研究者根據(jù)教學(xué)需要對(duì)整體聽(tīng)寫(xiě)的步驟進(jìn)行了修改,即對(duì)整體聽(tīng)寫(xiě)的各階段提出不同的要求,并指出重構(gòu)階段是整體聽(tīng)寫(xiě)的關(guān)鍵。因此,本研究在已有研究的基礎(chǔ)上將整體聽(tīng)寫(xiě)應(yīng)用于高中英語(yǔ)寫(xiě)作教學(xué),并對(duì)兩個(gè)教學(xué)班在短文重構(gòu)階段分別提出不同的要求,旨在探討重構(gòu)階段要求不同的整體聽(tīng)寫(xiě)對(duì)學(xué)生的寫(xiě)作過(guò)程以及寫(xiě)作水平的影響。本文共提出三個(gè)研究問(wèn)題:第一、在整體聽(tīng)寫(xiě)的短文重構(gòu)階段,小組成員之間的協(xié)商過(guò)程及重構(gòu)的短文有何特點(diǎn)?第二、整體...

【文章頁(yè)數(shù)】：86 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract in English
Abstract in Chinese
1. Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the research
        1.2.1 Purpose of the research
        1.2.2 Significance of the research
    1.3 Organization of the thesis
2. Literature Review
    2.1 Dictogloss
        2.1.1 Definition of dictogloss
        2.1.2 Variations of dictogloss
        2.1.3 Features of dictogloss
        2.1.4 Procedures of dictogloss
    2.2 Previous researches on dictogloss
        2.2.1 Related researches abroad
        2.2.2 Related researches at home
3. Theoretical Basis
    3.1 Schema theory
    3.2 Input and output hypothesis
    3.3 Cooperative learning
4. Research Methodology
    4.1 Research questions
    4.2 Research subjects
    4.3 Research instruments
        4.3.1 Classroom recording
        4.3.2 Questionnaires
        4.3.3 Pre-test
        4.3.4 Post-test
    4.4 Materials of dictogloss
    4.5 Research procedures
        4.5.1 Preparation
        4.5.2 Experiment
        4.5.3 Data collection
    4.6 Teaching procedures
5. Results and Discussions
    5.1 Results from classroom recording
        5.1.1 Analysis of students’ negotiation process
        5.1.2 Analysis of students’ reconstructed texts
        5.1.3 Discussions on classroom recording
    5.2 Results from questionnaires
        5.2.1 Analysis of planning before writing
        5.2.2 Analysis of translating while writing
        5.2.3 Analysis of reviewing after writing
        5.2.4 Discussions on questionnaires
    5.3 Results from tests
        5.3.1 Analysis of pre-test scores between EC and CC
        5.3.2 Analysis of post-test scores between EC and CC
        5.3.3 Analysis of pre-test and post-test of EC
        5.3.4 Analysis of pre-test and post-test of CC
        5.3.5 Discussions on tests
    5.4 Summary
6. Conclusion
    6.1 Major findings
    6.2 Pedagogical implications of the research
    6.3 Limitations of the research and suggestions for further research
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Acknowledgements
Publications



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