基于元认知及情感策略训练的“以写促学”法实证研究

论文摘要

很多大学生对英语写作缺乏兴趣且很少进行英语交流。针对目前英语学习“输入多,输出少”、英语教学“投入大,产出少”的现状,1999年王初明教授提出了一种有效途径--“以写促学”法,已验证在英语专业教学中取得了很好的效果。基于“以写促学”法,本研究对华北电力大学非英语专业大一两个班进行了一学年的“以写促学”法实验。实验组采用基于策略训练的“以写促学”法模式,而对照组沿袭常规作文教学方式。通过对实验前后调查问卷及写作成绩、英语综合成绩的SPSS定量分析,结果显示“以写促学”法在提高非英语专业学生写作水平的同时也间接促进了他们整体英语水平的提高。定性分析进一步证明实验组对写作的信心明显增强,对英语学习的兴趣也有所增加。此项研究进一步验证“以写促学”法对非英语专业学生的应用价值。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Present Situation of English Learning
• 1.2 Effective Approach to Existing Problems
• 1.3 Necessity of Metacognitive and Affective strategies Training
• 1.4 Research Purpose and Methodology
• Chapter Two Literature Review
• 2.1 Main Approaches to Teaching Writing
• 2.2 Introduction to Write-to-Learn Approach
• 2.2.1 Definition and Characteristics of Write-to-Learn Approach
• 2.2.2 Teaching Principle and Notion of Write-to-Learn Approach
• 2.2.3 Contrast between "Learning to Write "and" Writing to Learn"
• 2.2.4 Researches on Write-to-Learn Approach
• 2.3 Theories Related to Write-to-Learn Approach
• 2.3.1 Output Hypothesis--Theoretical Basis of the Approach
• 2.3.2 Strategies-based Instruction
• Chapter Three Research Design on Write-to-Learn Approach
• 3.1 Research Questions and Research Hypotheses
• 3.2 Research Design
• 3.2.1 Subjects
• 3.2.2 Experimental Procedures
• 3.2.2.1 Introducing Write-to-Learn Approach to Students
• 3.2.2.2 Questionnaire Survey at the Beginning of the Experiment
• 3.2.2.3 Designing Writing Task
• 3.2.2.4 Requirements for the Students
• 3.2.2.5 Evaluation and Revision
• 3.2.2.6 Necessary Writing Instruction in Different Steps
• 3.2.2.7 Organizing Special Writing Test
• 3.2.2.8 Questionnaire Survey at the End of the Experiment
• 3.2.2.9 Students’ Remarks on the Approach
• 3.2.2.10 Examining the Effect by English Proficiency Test
• 3.3 Instruments
• 3.3.1 Questionnaire Survey
• 3.3.2 English Writing Examination
• 3.3.3 Final Examination
• 3.3.4 Students’ Remarks on Write-to-Learn Approach
• 3.4 Data Collection and Date Analysis
• Chapter Four Results and Discussion
• 4.1 Results of Quantitative Analysis and Discussion
• 4.1.1 Discussion on Results of Questionnaires
• 4.1.1.1 Attitude towards Writing and Write-to-Learn Approach
• 4.1.1.2 Use of Writing Strategies
• 4.1.2 Analysis of Writing Test and English Proficiency Test
• 4.1.2.1 Writing Test
• 4.1.2.2 English Proficiency Test
• 4.2 Results of Qualitative Analysis and Discussion
• 4.2.1 On Attitude toward English Writing and Learning
• 4.2.2 On Strategies-Based Instructions
• Chapter Five Conclusion
• 5.1 Main Findings of the Study
• 5.2 Pedagogical Implications
• 5.3 Limitations and Recommendations for Future Study
• Bibliography
• Acknowledgements
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
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