英語是國際上最為廣泛應(yīng)用的語言之一。英語的學(xué)習(xí)以及教學(xué)在中國的教育體系中占據(jù)重要的角色。良好的英語聽、說、讀、寫能力會讓學(xué)生在未來生活中更加出色。作為一種先進的語言交流手段,英語寫作在中國往往被認為是最薄弱的環(huán)節(jié)。通過觀察,作者發(fā)現(xiàn)在初中英語課堂上,學(xué)生們沒有得到更好的寫作訓(xùn)練,絕大多數(shù)教師仍然把課堂教學(xué)的重點放在詞匯、語法以及閱讀理解上。寫作教學(xué)沒有得到足夠的重視。歸結(jié)其原因在于課堂時間有限,教務(wù)繁重。由于受到傳統(tǒng)的教學(xué)模式影響,教師總是習(xí)慣于把閱讀與寫作教學(xué)分開,因而學(xué)生的寫作水平?jīng)]能得到有效的提高。因此找到這些問題的解決方式勢在必行。在相關(guān)的研究以及理論指導(dǎo)下（克拉申的輸入假設(shè),斯旺的輸出假設(shè)以及支架理論等）,作者嘗試把以讀促寫這一模式運用到寫作課堂中以期驗證其可行性。本研究旨在回答以下三個問題:1.以讀促寫在現(xiàn)今的教學(xué)中實行的程度如何?2.教師如何在課堂上實施以讀促寫教學(xué)?3.以讀促寫教學(xué)對提高學(xué)生寫作能力的效果如何?為了驗證這一教學(xué)方法的有效性作者在82位初中生中開展了為期四個月的對比實驗。實驗班采用以讀促寫的教學(xué)方法,對照班繼續(xù)傳統(tǒng)的教學(xué)方法。作者在分析問卷、測試和訪談數(shù)據(jù)... 

【文章來源】：杭州師范大學(xué)浙江省

【文章頁數(shù)】：91 頁

【學(xué)位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Purpose and Research Questions
    1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 A Review on Writing Teaching
        2.1.1 Definition of Writing
        2.1.2 Development of the Writing Teaching Approach
            2.1.2.1 The Product-oriented Approach
            2.1.2.2 The Process-oriented Approach
            2.1.2.3 The Genre Approach
            2.1.2.4 Summary of the three approaches
    2.2 The Relationship Between Reading and Writing
    2.3 The Reading-to-Write Approach
        2.3.1 The Definition of Reading-to-Write Approach
        2.3.2 Related Studies on writing teaching abroad
        2.3.3 Related Studies on writing teaching in China
    2.4 Theoretical Foundations for the Reading-to-Write Approach
        2.4.1 Input Hypothesis
        2.4.2 Output Hypothesis
        2.4.3 Interaction Hypothesis
        2.4.4 The Scaffolding Theory
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Research Participants
        3.2.1 Student Participants
        3.2.2 Teacher Participants
    3.3 Research Materials
    3.4 Research Instruments
        3.4.1 Questionnaires
        3.4.2 Tests
        3.4.3 Interviews
    3.5 Research Procedures
        3.5.1 Pre-experiment Stage
        3.5.2 While-experiment Stage
        3.5.3 Post-experiment Stage
CHAPTER FOUR RESULTS AND DISCUSSIONS
    4.1 Results and Discussion of the Questionnaires
        4.1.1 Results and Discussion of the Pre-questionnaire
        4.1.2 Results and Discussion of the Post-questionnaire
    4.2 Results and Discussion of the Relationship Between Reading and Writing
    4.3 Results and Discussion of the Tests
        4.3.1 Results and Discussion of the Pre-test
        4.3.2 Results and Discussion of the Post-test
        4.3.3 Comparison Between Pre-test and Post-test
    4.4 Results and Discussion of the Interviews
        4.4.1 Results and Discussion of the Interview with Teachers
        4.4.2 Results and Discussion of the Interview with Students
CHAPTER FIVE CONCLUSION
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications of the Study
    5.3 Limitations of the Study
    5.4 Proposals for Further Study
REFERENCES
中文參考文獻
APPENDICES
    Appendix I (Teaching materials from PEP Go for it! Book 3)
    Appendix II (Writing topic of pre-test)
    Appendix III (Writing topic of post-test)
    Appendix IV (Grading criteria of writing)
    Appendix V (Pre-questionnaire)
    Appendix VI (Post-questionnaire)
    Appendix VII (Outline of interview for teachers)
    Appendix VIII (Outline of interview for students)
    Appendix IX (Writing scores in pre-test and post-test)
    Appendix X (Samples of students’ compositions)
ACKNOWLEDGEMENT


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