以读促写，读写结合 ——提高中学生英语写作能力

论文摘要

随着国际文化交流的日益增进,英语写作作为一项重要的交际手段已被广泛应用于各个领域。在中学英语“新课标”中,对高中生学习和掌握一定英语写作能力要求更高了。但英语写作是一项复杂的综合能力的运用过程,很难在短期内被熟练掌握并灵活应用,尤其对高中生来说,虽然经过好几年的英语学习还是有很多学生错误连篇,词不达意,我们应当采取各种可能的措施促使其提高写作积极性,提高写作能力。传统的英语阅读教学,忽视了阅读和写作相辅相成,密不可分的辩证关系,尤其是忽视了阅读教学对学生写作能力培养与提高的作用,因而往往收效甚微,事倍功半。本文根据阅读、写作相关理论以及前人研究成果,从认知心理学、语言发展的内在规律、二语习得、教学法等角度介绍了前人研究成果,以此作为研究阅读与写作的关系、探索阅读教学对写作的影响的基础。本文结合阅读和写作教学实验,探讨在大兴安岭高中,阅读教学对写作的影响和作用,并进一步对实验结果进行分析讨论,从而得出结论:阅读与写作关系密切,在高中英语阅读教学中结合写作实践练习能有效提高学生英语写作能力。本文还提出改进英语阅读教学的新思路:在英语阅读教学中把读写有机结合、同步训练,以读促写,读写结合,用以提高中学生英语写作水平。

论文目录

• Abstract（English）
• Abstract（Chinese）
• Content
• List of Tables
• List of Abbreviations
• Acknowledgements
• Chapter 1 Introduction
• 1.1 The present situation of English reading and writing in Chinese senior middle schools
• 1.2 Main problems of students' English writing
• 1.3 The necessity of integrating writing with reading
• 1.4 The description of the research
• 1.5 The organization of the thesis
• Chapter 2 Literature Review
• 2.1 Krashen's Input Hypothesis and Swain's Output Hypothesis
• 2.2 The nature of writing
• 2.2.1 The process-based approach and the product-based approach
• 2.2.2 The three-stage writing model
• 2.2.3 Stages of Content-based Writing Course
• 2.3 The reading and writing relationship
• 2.4 Reading-to-write approach
• 2.4.1 Reading-to-write
• 2.4.2 The reason of applying Reading-to-write approach
• 2.4.3 Relevant research abroad and domestic
• Chapter 3 Research Design and Methodology
• 3.1 Purpose of the study and research questions
• 3.1.1 Purpose of the study
• 3.1.2 Research Questions
• 3.1.3 Subjects
• 3.1.4 Experimental materials
• 3.2 The experimental procedure
• 3.2.1 Pre-test
• 3.2.1.1 In the control class
• 3.2.1.2 In the experimental class
• 3.2.1.3 Teacher's role
• 3.2.2 Post-test
• 3.3 Results of the study
• 3.4 Data discussion
• 3.4.1 Major findings
• 3.4.2 Pedagogical implications
• 3.4.2.1 The amount of reading
• 3.4.2.2 The input of the vocabulary
• 3.4.2.3 Sentence
• 3.4.2.4 The influence of the affective factors
• Chapter 4 Conclusion
• 4.1 Conclusion
• 4.2 Limitations of the present study
• 4.3 Significance of the study
• Reference
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4