“以讀促寫”對高中生英語寫作焦慮及成績影響的實證研究
發(fā)布時間：2021-03-09 10:32
英語寫作是英語學習的四項基本技能之一,也是最高級最復(fù)雜的產(chǎn)出性技能。大多數(shù)高中生對于英語寫作都會產(chǎn)生焦慮心理。因此,有效緩解高中生的英語寫作焦慮并提高他們的英語寫作能力是本研究的出發(fā)點�！耙宰x促寫”是一種閱讀和寫作有效結(jié)合從而提高學生英語表達能力的教學方法,它為寫作教學提供了新的視角,豐富了學生的學習手段,對于培養(yǎng)學生的閱讀能力和寫作能力有很好的借鑒意義。因此越來越受到國內(nèi)外學者的關(guān)注。本研究基于Horwitz的外語學習焦慮理論,Pickering和Garrod的互動協(xié)同理論并結(jié)合“以讀促寫”的教學方法,探討以下兩個研究問題:（1）“以讀促寫”在減輕高中生英語寫作焦慮方面的效果如何?（2）“以讀促寫”對高中生英語寫作的內(nèi)容、語言準確性、句型和語篇連貫性方面有什么影響?本研究采用實驗法,以岷縣三中高一年級的兩個平行班的90名學生作為被試,進行了為期三個月的教學實驗。首先對被試進行前測,其目的是為了測試實驗班和控制班的學生在實驗之前的寫作水平有沒有明顯的差異。同時采用臺灣學者Cheng Y.S.編譯的外語寫作焦慮量表,對學生的英語寫作焦慮水平進行了評估。然后,“以讀促寫”教學法和過程寫作法...
【文章來源】：西北師范大學甘肅省
【文章頁數(shù)】：83 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Review on English Writing Anxiety
2.1.1 Definition of English Writing Anxiety
2.1.2 Relationship Between English Writing Anxiety and Achievement
2.2 Review on Reading-to-write Approach
2.2.1 Definition of Reading-to-write Approach
2.2.2 Researches at Home and Abroad
2.3 Review on Using Reading-to-write Approach in Writing Teaching
2.4 Summary
Chapter Three Theoretical Framework
3.1 Horwitz’Foreign Language Anxiety
3.2 Interactive Alignment Theory
3.3 Summary
Chapter Four Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 Writing Tests
4.3.3 Evaluation Standard on Writing
4.4 Research Procedures
4.4.1 Pretest
4.4.2 Teaching Experiment
4.4.3 Post-test
4.5 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Results and Discussion of Students’Anxiety in English Writing
5.2 Results and Discussion of Students’Writing Achievements
5.3 General Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations of the Study
6.4 Suggestions for Further Study
References
Appendixes
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pretest
Appendix Ⅲ Post-test
Appendix Ⅳ Scoring Rubric of English Writing
Appendix Ⅴ The Scores of Two Writing Tests
Appendix Ⅵ Reading Materials for EC
Appendix Ⅶ Students’Sample Writing
Acknowledgements
個人簡歷、在學期間發(fā)表的學術(shù)論文與研究成果
本文編號：3072722
【文章來源】：西北師范大學甘肅省
【文章頁數(shù)】：83 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose and Significance of the Research
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Review on English Writing Anxiety
2.1.1 Definition of English Writing Anxiety
2.1.2 Relationship Between English Writing Anxiety and Achievement
2.2 Review on Reading-to-write Approach
2.2.1 Definition of Reading-to-write Approach
2.2.2 Researches at Home and Abroad
2.3 Review on Using Reading-to-write Approach in Writing Teaching
2.4 Summary
Chapter Three Theoretical Framework
3.1 Horwitz’Foreign Language Anxiety
3.2 Interactive Alignment Theory
3.3 Summary
Chapter Four Research Design
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaire
4.3.2 Writing Tests
4.3.3 Evaluation Standard on Writing
4.4 Research Procedures
4.4.1 Pretest
4.4.2 Teaching Experiment
4.4.3 Post-test
4.5 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Results and Discussion of Students’Anxiety in English Writing
5.2 Results and Discussion of Students’Writing Achievements
5.3 General Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Limitations of the Study
6.4 Suggestions for Further Study
References
Appendixes
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pretest
Appendix Ⅲ Post-test
Appendix Ⅳ Scoring Rubric of English Writing
Appendix Ⅴ The Scores of Two Writing Tests
Appendix Ⅵ Reading Materials for EC
Appendix Ⅶ Students’Sample Writing
Acknowledgements
個人簡歷、在學期間發(fā)表的學術(shù)論文與研究成果
本文編號：3072722
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