作為聽、說、讀、寫、看五項英語語言技能之一,寫作不僅體現(xiàn)了英語語言輸出水平也反映了英語綜合運用能力。然而,目前高中生的英語寫作現(xiàn)狀并不樂觀。如何有效地提高學(xué)生的英語寫作能力成為眾多教育研究者須重點研究的課題。近年來,以讀促寫,作為一種新型的強調(diào)通過閱讀促進寫作的教學(xué)方法,已引起了國內(nèi)外學(xué)者的關(guān)注。雖然國內(nèi)外已出現(xiàn)有關(guān)以讀促寫法在英語寫作教學(xué)中的實證研究,但有關(guān)以讀促寫法在高中英語寫作教學(xué)中運用的實證研究相對較少。因此,基于輸入和輸出假說以及圖示理論,本研究旨在將以讀促寫法運用于高中英語寫作教學(xué)中以進一步探索以讀促寫法對高中生英語寫作能力的影響效果。本研究旨在回答以下幾個問題:（1）高中生對以讀促寫法的態(tài)度如何?（2）以讀促寫法對提高高中生英語寫作能力的有效性如何?（3）以讀促寫法對不同寫作水平（高、中、低）的高中生的英語寫作能力的影響有何差異?本研究以蕪湖市第一中學(xué)高一年級的兩個平行班的122名學(xué)生（實驗班61名,控制班61名）為研究對象。整個實驗周期歷時16周。實驗班采取以讀促寫法,控制班采用傳統(tǒng)的寫作方法。本研究旨在采用問卷調(diào)查,實證研究以及訪談的方法研究以讀促寫法在高中英語寫作教... 

【文章頁數(shù)】：107 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter Two Literature Review and Rationales
    2.1 Related Studies on English Writing Instruction
        2.1.1 Related Studies on English Writing Instruction Abroad
        2.1.2 Related Studies on English Writing Instruction at Home
    2.2 Related Studies on Reading-to-write Approach
        2.2.1 Definition of the Reading-to-write Approach
        2.2.2 Related Studies on Reading-to-write Approach Abroad
        2.2.3 Related Studies on Reading-to-write Approach at Home
    2.3 Theoretical Foundations
        2.3.1 Krashen's Input Hypothesis
        2.3.2 Swain's Output Hypothesis
        2.3.3 Schema Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Reading materials
        3.3.2 Questionnaire
        3.3.3 Pre-test and Post-test
        3.3.4 Analytic Scoring Scale
        3.3.5 Interview
    3.4 Research Procedures
    3.5 Teaching Procedures of the Two Classes
        3.5.1 Teaching procedures of EC
        3.5.2 Teaching procedures of CC
    3.6 A Teaching Sample of EC
    3.7 Data Collection and Analysis
        3.7.1 Data Collection
        3.7.2 Reliability and Validity of the Questionnaire
        3.7.3 Data Analysis
Chapter Four Results and Discussion
    4.1 Results
        4.1.1 Results of the Questionnaire
        4.1.2 Results of Interview
        4.1.3 Results of the Pre-test in CC and EC
        4.1.4 Results of the Post-test in CC and EC
        4.1.5 Comparison of Results of the Pre-test and the Post-test in CC and EC
        4.1.6 Results of the Differences in Effects of the Reading-to-write Approach onStudents at Different Writing Levels in EC
    4.2 Discussion
        4.2.1 Students' Attitudes toward the Reading-to-write Approach
        4.2.2 Effectiveness of the Reading-to-write Approach in Improving Students'English Writing Competence
        4.2.3 Differences in Effects of the Reading-to-write Approach on Students atDifferent Writing Levels in EC
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix Ⅰ One Reading Material
Appendix Ⅱ One Supplementary Reading Material
Appendix Ⅲ Questionnaire
Appendix Ⅳ Writing Task in the Pre-test
Appendix Ⅴ Writing Task in the Post-test
Appendix Ⅵ Analytic Scoring Scale
Appendix Ⅶ Students' Writing Samples
Appendix Ⅷ Results of Questionnaire
Appendix Ⅸ Subjects' Writing Scores in Pre-test
Appendix Ⅹ Subjects'Writing Scores in Post-test
Appendix Ⅺ A Teaching Sample in CC



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