2012年王初明教授提出讀后續(xù)寫(xiě)是提高外語(yǔ)學(xué)習(xí)效率的一種有效方法。此外,隨著新高考改革的實(shí)施,英語(yǔ)試題中的讀后續(xù)寫(xiě)題型正在由浙江、上海等試點(diǎn)省份逐漸推廣。因此,讀后續(xù)寫(xiě)的應(yīng)用研究引起了廣泛的關(guān)注,并且成為了研究熱點(diǎn)。寫(xiě)作在高中英語(yǔ)學(xué)習(xí)中占據(jù)著非常重要的部分。但在當(dāng)前的高中英語(yǔ)寫(xiě)作訓(xùn)練中如何有效地提高寫(xiě)作成績(jī),降低學(xué)生英語(yǔ)寫(xiě)作焦慮是一大難題。本研究是關(guān)于讀后續(xù)寫(xiě)對(duì)高中英語(yǔ)寫(xiě)作促學(xué)作用的實(shí)證研究,主要包括兩個(gè)研究問(wèn)題:（1）讀后續(xù)寫(xiě)對(duì)高中英語(yǔ)寫(xiě)作成績(jī)的影響如何?（2）讀后續(xù)寫(xiě)在減輕高中生英語(yǔ)寫(xiě)作焦慮方面的效果如何?本研究以館陶一中兩個(gè)平行班的100名高中生為研究對(duì)象�？刂瓢嘀醒赜脗鹘y(tǒng)的寫(xiě)作教學(xué)方法,在實(shí)驗(yàn)班進(jìn)行讀后續(xù)寫(xiě)。實(shí)驗(yàn)前在兩個(gè)班同時(shí)進(jìn)行了前測(cè)和問(wèn)卷調(diào)查。實(shí)驗(yàn)過(guò)程中,兩個(gè)班均完成了8個(gè)寫(xiě)作任務(wù)。10周后,對(duì)兩個(gè)班進(jìn)行后測(cè)和調(diào)查問(wèn)卷。同時(shí),從實(shí)驗(yàn)班隨機(jī)抽取10名學(xué)生進(jìn)行訪談。實(shí)驗(yàn)結(jié)束后,采用SPSS 25.0對(duì)收集的數(shù)據(jù)進(jìn)行分析和討論。研究結(jié)果表明:實(shí)驗(yàn)班與控制班之間存在顯著差異,讀后續(xù)寫(xiě)更有利于提高高中生的英語(yǔ)寫(xiě)作成績(jī),減少寫(xiě)作焦慮。最后,對(duì)本實(shí)驗(yàn)研究的局限性進(jìn)行了分析并對(duì)未來(lái)的研究提... 

【文章來(lái)源】：河北師范大學(xué)河北省

【文章頁(yè)數(shù)】：86 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
1 Introduction
    1.1 Research background
    1.2 Significance of research
    1.3 Structure of the thesis
2 Literature Review
    2.1 Introduction
    2.2 Terms
        2.2.1 The continuation task
        2.2.2 Relationship between Reading and Writing
    2.3 Research at home and abroad
        2.3.1 Research at home
        2.3.2 Research abroad
    2.4 Theoretical framework
        2.4.1 Krashen’s Input Hypothesis
        2.4.2 Swain’s Output Hypothesis
3 Methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Testing
        3.3.2 Questionnaires
        3.3.3 Interview
    3.4 Procedure
        3.4.1 Pre-experimental stages
            3.4.1.1 The selection of experimental materials
            3.4.1.2 Pretest and pretest questionnaire
        3.4.2 Experimental stages
            3.4.2.1 The training for EC
            3.4.2.2 The training for CC
            3.4.2.3 Research Procedures
        3.4.3 Post-experimental stages
    3.5 Data collection
    3.6 Data analysis
        3.6.1 Data analysis of pretest
        3.6.2 Data analysis of post-test
        3.6.3 Data analysis of pretest questionnaire
        3.6.4 Data analysis of post-test questionnaire
        3.6.5 Data analysis of interview
4 Results and Discussion
    4.1 Results and discussion for research question 1
    4.2 Results and discussion for research question 2
5 Conclusion
    5.1 Major findings
    5.2 Implications and limitations of the study
    5.3 Research directions for future study
Bibliographies
Appendix Ⅰ Second Language Writing Anxiety Inventory（SLWAI）
Appendix Ⅱ Interview Questions
Appendix Ⅲ Composition for pretest
Appendix Ⅳ Composition for post-test
Appendix Ⅴ Writing Scoring Criteria of Continuation Task
Appendix Ⅵ Scoring Criteria of Writing for College Entrance Examination
Appendix Ⅶ Reading texts sample for continuation tasks
Appendix Ⅷ writing text samples for CC
Appendix Ⅸ Samples of Students’ Writing in the Continuation Task
Acknowledgements



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