课外自主学习并辅以网络为手段的大学英语写作训练

论文摘要

本研究尝试寻找一种“基于课外自主英语写作学习并辅以网络为手段”的方式来提高大学生的英语写作能力。本研究尝试回答以下三个研究问题:1、实验组学生对于参加“课外自主英语写作学习并辅以网络为手段”这个实验所持的态度是什么?2、通过三个月的实验,实验组学生的写作能力是否比控制组学生的写作能力提高得快?如果能提高,实验组学生的写作技能能提高到什么程度?3、通过三个月的实验,实验组学生的学习动机是否增强、自主学习能力是否提高?本研究包含三个阶段:第一阶段的主要任务是让实验组学生熟悉整个实验项目的工作机制:学生用电子邮件的方式提交英语作业,同时学会上网搜寻信息以丰富写作内容;第二阶段的主要任务是:研究人员指导实验组学生参加由国外大学提供的写作网站上的写作课程,并指导学生学会使用英语聊天工具与外国人进行语言交流,同时兼顾第一阶段的任务。第三阶段,在通过二个月的写作训练后,研究人员鼓励学生能对同学的作文进行互评互改,以此促进学生的写作技能的提高。本研究采用了定性和定量的两种研究手段对本实验的数据进行了搜集、整理和分析。经过三个月的实验,本研究的主要发现是:1、实验组学生对这个实验项目采取态度是正面的、积极的;2、通过后测测试,发现实验组学生的写作技能的确要比控制组提高得快;3、实验组学生的学习动机和自主学习能力均得到了提高和加强。

论文目录

• Acknowledgements
• Abstract（English）
• Abstract（Chinese）
• A List of Tables
• Abbreviations Used in This Thesis
• Chapter One Statement of the Problem and Structure of the Thesis
• 1.1 Statement of the Problem
• 1.2 Reasons for the Study
• 1.3 Definition of the Terms Used in This Study
• 1.4 The Layout of the Thesis
• Chapter Two Literature Review:EFL Writing Instruction,Second Language Acquisition,Autonomous Learning and Internet
• 2.1 Introduction
• 2.2 The Definition of Writing
• 2.3 An Overview of Approaches to Writing Instruction
• 2.4 A Critical Overview of Foreign Language Writing Research on Pedagogical Approaches
• 2.4.1 The Product-oriented Approach
• 2.4.2 The Task-based Approach
• 2.4.3 The Process-based Approach
• 2.5 Second Language Acquisition Theory Related to the Study
• 2.5.1 Exposure Condition in Language Learning
• 2.5.2 Cognitive Interaction View
• 2.5.3 Motivation
• 2.6 Advocacy of Autonomous Learning
• 2.6.1 The Theoretical Setting
• 2.6.2 Autonomous Learning—Concepts and Characteristics
• 2.6.2.1 What is Autonomous Learning?
• 2.6.2.2 The Characteristics of Autonomous Learning
• 2.6.3 The Distinctions among Autonomy,Self-instruction and Distance Learning
• 2.6.4 Fostering Autonomous Learning in English Writing via Internet
• 2.6.5 An Overview of the Researches in Autonomous Leaning
• 2.6.6 A New Area of Autonomous Learning Research:Out-of-class
• Chapter Three Objective and Design of the Project
• 3.1 Introduction
• 3.2 Research Aims and Objectives
• 3.3 The Map of the Research Project
• 3.4 Rationale for the Design of the Experiment
• 3.5 Subjects
• 3.6 Material
• 3.7 Methods
• 3.8 Instruments
• 3.8.1 Questionnaire
• 3.8.2 Interview
• 3.8.3 English Writing Tests
• 3.9 Data Collection
• 3.9.1 Administration of the Pretest and the Posttest of English Writing
• 3.9.2 Interview
• 3.9.3 Questionnaire
• 3.10 Data Analysis
• 3.10.1 Analysis of the Pretest and the Posttest of English Writing
• 3.10.2 Interview
• 3.10.3 Questionnaire
• 3.11 Summary
• Chapter Four The Presentation of the Results
• 4.1 Introduction
• 4.2 The Presentation of the Results
• 4.2.1 The Report of Questionnaire of the Students' Attitude toward the Activity
• 4.2.2 The Results of the Students' Writing Skills
• 4.2.2.1 The Pretest Results of the EG and the CG
• 4.2.2.2 The Posttest Results of the EG and the CG
• 4.2.2.3 The Results Comparison of the Pre/Post Tests for the EG and the CG
• 4.2.3 The Presentation of Interview
• 4.3 Summary
• Chapter Five Analysis and Discussion
• 5.1 Introduction
• 5.2 Review of the Proposed Questions
• 5.3 Analysis and Discussion on the Three Research Questions
• 5.3.1 On the First Research Question
• 5.3.2 On the Second Research Question
• 5.3.3 On the Third Research Question
• 5.4 Summary
• Chapter Six Conclusions
• 6.1 Introduction
• 6.2 Major Findings
• 6.2.1 Findings Concerning the Students' Attitude toward the Activity
• 6.2.2 Findings Concerning the Students' Writing Skills
• 6.2.3 Findings Concerning the Students' Motivation and Autonomous Learning Ability
• 6.2.4 Other Findings
• 6.2.5 Drawbacks
• 6.3 Methodological Implications
• 6.4 Limitations of the Study
• 6.4.1 Conceptualization of Writing Capacity
• 6.4.2 Small Sample Size
• 6.5 Suggestions for Future Research
• 6.5.1 Macro-level Studies
• 6.5.2 Micro-level Studies
• 6.6 Summary
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Bibliography