【作者】 陈洁；

【导师】 丁炎珍；

【作者基本信息】 贵州师范大学 ， 学科教学（英语）（专业学位）， 2017， 硕士

【摘要】 听、说、读、写是外语学习的四项基本技能,其中,写是学生表达想法的一个关键途径。同时,写作反映了学生的综合能力,包括词汇、语法、复杂的语言逻辑和习惯以及表达能力。因此,它是学生语言技能一个最困难的部分。但是在日常的英语教学中,写作教学的有效性并不令人满意,学生的写作能力仍然处于一个较低的水平。为了提高学生的写作能力,本文以输入输出假说,语篇分析理论,输出驱动假设为指导原则,采用实证研究方法探究以读促写教学方法在高中英语写作教学中的应用。旨在检测以读促写教学模式对写作教学的有效性,试图回答以下两个问题:(1)高中学生目前的英语写作学习情况如何?(2)相比传统写作教学方法,“以读促写”是否更能有效提升学生写作能力?本文以贵阳五中高一年级两个班的88个学生作为研究对象,其中实验班与控制班各44人。实验班以阅读与写作相结合的“以读促写”教学模式进行教学,控制班则以传统的读写分离的教学方法进行教学。本研究采用了问卷、前测和后测的研究工具。实验前,笔者采用写作测试的方法确保两个班的学生都处于相同的写作水平。另外,笔者运用问卷调查了解到了学生目前英语写作学习的情况。通过大约四个月的实验与数据分析,得到以下结论:(1)学生普遍知道写作的重要性,但认为写作困难,对写作没有兴趣。在写作中,学生在词汇、语法方面最为薄弱,并且在日常学习中写作量极小,通常一个月左右才进行一次写作练习。老师主要使用传统的写作教学方法,只是关注于语法和单词的拼写。除此之外,教师几乎很少给学生上写作课以及给予学生写作指导,通常情况下给学生写作话题,让学生作为家庭作业来完成。学生写完之后,教师也没有给予有效的反馈。这些教学问题都对学生的写作学习起不到积极作用。因此,学生当前的写作水平低下,学习情况十分严峻。(2)实验后的数据与实验前的数据进行比较,实验班学生的写作能力得到了提升。也就是说,与传统写作教学方法相比,“以读促写”更能有效提高学生写作能力。更多还原

【Abstract】 It’s a common sense that listening,speaking,reading and writing are the four basic skills of learning a foreign language.Among them,writing is a vital way that students express their ideas.Besides,writing skill reflects students’ comprehensive ability,which includes vocabulary,grammar,complex language logic and ability of expression.So writing is a most difficult part in students’ language skills.But in the daily English teaching,the effectiveness of writing teaching is unsatisfied.Students’ writing ability is still in a lower level.To improve students’ writing ability,this study takes the input and output hypothesis,discourse analysis theory,and output driving hypothesis as the guiding principles to conduct an empirical study on “writing based on reading” to English writing in senior high school,and to test the effectiveness of “writing based on reading” teaching approach to English writing.The study tries to answer the following questions:(1)What is students’ present learning condition of English writing in senior high school?(2)Compared with traditional writing teaching method,whether “writing based on reading” is more effective to improve students’ writing ability or not?The study chooses 88 students from two parallel classes in senior one from No.5 Senior High School in Guiyang as the subjects.There are 44 students in the controlled class and 44 students in experimental class too.The experimental class is given classes with writing based on reading mode that combines reading and writing together while controlled class uses traditional teaching approach which separates reading from writing.In the study,several instruments are used,such as questionnaire,pre-test and post-test.Before the experiment,the author uses writing test paper to assure students in these two classes are in the same writing level.In addition,the author uses questionnaires to know students’ present learning condition of English writing.After nearly four months’ experiment and data analysis,here come the conclusions:(1)Although students know the importance of writing,they think writing is difficult and not interested in it.In writing,students are mostly weak in vocabulary and grammar.They have very little writing practice which is nearly once a month in daily learning.Besides,students think teachers mainly use the traditional writing teaching method which only focuses on grammar and spelling of vocabulary.In addition,teachers seldom give writing classes and guidance to students and only give them writing topics as homework.After writing,teachers do not give effective feedback.All of these have less positive effect on students’ writing.As a result,students are in low writing level and their learning condition is serious.(2)Compared the data before experiment with the data after experiment,students’ wring ability in experimental class has improved.Therefore,“writing based on reading” is more effective to improve students’ writing ability than traditional writing teaching method.更多还原