【作者】 林敏；

【导师】 钟兰凤；

【作者基本信息】 江苏大学 ， 学科教学（英语）（专业学位）， 2022， 硕士

【摘要】 写作,作为语言学习的一项重要的语言技能,可以帮助学生巩固所学知识,促进语言知识的内化;阅读,作为一种重要的语言输入手段,能够有效地帮助学生获得语言知识。已有研究证实了阅读能够有效促进写作能力的发展。但什么样的阅读方式能更有效地促进写作能力的发展尚待进一步研究。本研究以输入输出假设和图式理论为教学设计基础,探讨窄式阅读和非窄式阅读对高中生英语写作能力的影响,以弥补这一研究领域的空白。本研究以江苏省xx中学高二两个班的122名学生为研究对象,开展为期6周的实验研究,拟探讨以下三个研究问题:(1)窄式阅读和非窄式阅读对学生总体英语写作能力的影响如何?(2)窄式阅读和非窄式阅读对学生写作的内容、语言准确性、连贯性以及句子结构复杂性影响如何?(3)窄式阅读和非窄式阅读对不同英语写作水平的学习者的写作能力的影响如何?6周的实验分为3个阶段展开,每2周为一个阶段。实验共设计3个主题9篇阅读文章。实验班的写作教学采用窄式阅读输入策略,即每个阶段输入同一主题3篇阅读文章,而为了实验操作方便,研究者在研究过程中,给对照班临时起了“非窄式阅读”的概念,即每个阶段输入3个不同主题的3篇阅读文章。除此之外,实验班与对照班的教学理念、教学设计等所有教学环节保持一致,以尽最大努力控制其它干扰变量,保证实验结果的可靠性。实验前,对实验班与对照班进行前测,以保证实验班与对照班学生的总体英语水平与写作水平没有显著差异。实验后,再次对实验班与对照班进行后测,以探究窄式阅读和非窄式阅读对学生写作的影响。研究发现:(1)窄式阅读和非窄式阅读都对学生整体写作能力的有显著影响,但与非窄式阅读相比,窄式阅读对学生写作能力的影响更为显著。(2)窄式阅读能提高学生写作的内容、语言准确性、连贯性和句子结构复杂性,而非窄式阅读只对学生写作的连贯性有显著影响。(3)窄式阅读和非窄式阅读都对写作水平高的学生的写作能力无显著影响,对写作水平低的学生的写作能力有显著影响。但与非窄式阅读相比,窄式阅读对低写作水平学生的写作能力的影响更加明显。研究得出如下启示:(1)教师应该积极进行教学改革,将窄式阅读运用到英语教学中,提升教学效果;(2)教师应根据不同学生的英语水平选择阅读材料,提高学生学习的效率。更多还原

【Abstract】 English writing is an important language skill of language learning.It can help students consolidate what they have learned and promote the internalization of language knowledge.Reading,as an important means of language input,can effectively help students acquire language knowledge.Existing research has proved that reading can effectively contribute to the development of writing ability.However,what kind of reading can more effectively contribute to the improvement of writing ability remains to be studied further.Based on the input hypothesis,output hypothesis and schema theory,this research is intended to explore the effects of NR and N-NR on senior high school students’ English writing ability to fill the gap of this research filed.In this research,122 students from two classes of senior two of xx Middle School in Jiangsu Province were selected as research subjects.Six-week experiment was carried out to explore the following three questions of research:(1)What are the effects of NR and N-NR on students’ overall writing ability?(2)What are the effects of NR and N-NR on students’ writing content,language accuracy,coherence and the complexity of sentence patterns?(3)What are the effects of NR and N-NR on writing ability of students with different writing proficiency?Six-week experiment was divided into three stages and each stage included two weeks.There were altogether nine reading articles with three topics.The EC adopted NR input strategy,that is,three reading articles on the same topic were input in each stage,while in order to facilitate the experimental operation,the researcher gave the concept of "non-narrow reading" to the control class during the study,that is,three reading articles on three different topics were input in each stage.Except this,all teaching links such as teaching concept,teaching design and so on were consistent,so as to control other interfering variables to ensure the reliability of experimental results.Before the experiment,a pretest was conducted between EC and CC to ensure that there was no significant difference in the overall English proficiency and writing proficiency of students in EC and CC.After the experiment,students in EC and CC were tested again to explore the effects of NR and N-NR on students’ writing.The research finds that:(1)The effects of NR and N-NR on students’ overall writing ability are both significant,but compared with N-NR,the effect of NR on students’ writing ability is more remarkable.(2)NR can effectively improve students’ writing ability in terms of content,language accuracy,coherence and the complexity of sentence patterns,while N-NR only has significant effect on writing coherence.(3)NR and N-NR both have no significant effect on the writing ability of students with high writing proficiency but have significant effects on the writing ability of students with low writing proficiency.But compared with N-NR,the effect of NR on the writing ability of students with low writing proficiency is more remarkable.The implications of research are as follows:(1)Teachers should actively carry out teaching reform and apply narrow reading to English teaching to improve teaching effect.(2)Teachers should choose reading materials according to different students’ English levels to improve students’ learning efficiency.更多还原