新課程改革實施以來,學生的主體性、自主性和創(chuàng)造性的培養(yǎng)愈發(fā)得到重視。在英語寫作教學法中,過程法不失為一種較新的教學法。它注重寫作的過程、學生寫作的流暢性,符合新課改的要求,然而,過程法雖然備受推崇,但在目前的初中生英語寫作教學課堂中并未成為主流。原因在于,結(jié)果法雖然傳統(tǒng),但它在當前英語寫作教學課堂依然是一種有效的課堂教學方法。兩種方法孰優(yōu)孰劣,仁者見仁智者見智。鑒于此,本研究確定了以下研究問題:（1）結(jié)果法和過程法哪一種對提高初中生英語寫作能力更為有效?（2）采用結(jié)果法與采用過程法,初中生英語寫作在內(nèi)容、流暢性、準確性方面呈現(xiàn)何種差異?針對以上問題,基于行為主義學習理論以及交際教學理論的理論框架,展開了為期八周的對比實驗研究。實驗以廣州市第十八中學初中一年級兩個自然班六班和七班為實驗對象,其中七班（42人）為實驗組,六班（39人）為參照組。在第1周,以相同的寫作任務(wù)對兩個班級進行前測,前測結(jié)果表明,兩個班級的學生在英語寫作能力方面無顯著性差異。在實驗過程中,以相同的寫作任務(wù)分別在參照組和實驗組使用結(jié)果法和過程法進行教學,每個班級分別進行了3次英語寫作教學。在最后一周,筆者對兩個班級進行... 

【文章來源】：廣州大學廣東省

【文章頁數(shù)】：88 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 An Overview of English Writing Teaching
        2.1.1 Traditional Writing Teaching Approaches
        2.1.2 The Latest Scoring Criteria of English Writing of Senior High School Entrance Examination in Guangzhou
    2.2 Product Approach to English Writing
        2.2.1 An Introduction to Product Approach
        2.2.2 Han’s Stages of Product Approach
        2.2.3 Relevant Studies of Product Approach Abroad
        2.2.4 Relevant Studies of Product Approach at Home
    2.3 Process Approach to English Writing
        2.3.1 An Introduction to Process Approach
        2.3.2 Grave’s Stages of Process Approach
        2.3.3 Relevant Studies of Process Approach Abroad
        2.3.4 Relevant Studies of Process Approach at Home
    2.4 Comparative Studies Between Product Approach and Process Approach
    2.5 Differences Between Product Approach and Process Approach
Chapter Three Theoretical Framework
    3.1 Behavioristic Learning Theory
        3.1.1 Characteristics of Behavioristic Learning Theory
        3.1.2 Teacher’s Roles in Behavioristic Learning Theory
        3.1.3 Relationship Between Product Approach and Behavioristic Learning Theory
    3.2 Communicative Teaching Theory
        3.2.1 Characteristics of Communicative Teaching Theory
        3.2.2 Teacher's Roles in Communicative Teaching Theory
        3.2.3 Relationship Between Process Approach and Communicative Learning Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Pre-test
        4.3.2 Post-test
        4.3.3 Summary
    4.4 Research Procedure
        4.4.1 Pre-experiment Stage
        4.4.2 While-experiment Stage
        4.4.3 Post-experiment Stage
    4.5 Data Collection and Analysis
        4.5.1 Data Collection
        4.5.2 Data Analysis
Chapter Five Results and Discussion
    5.1 Results of Tests
        5.1.1 Writing Scores of CG and EG in Pre-test and Post-test
        5.1.2 Scores of Content, Accuracy and Fluency of CG and EG in Pre-test and Post-test
    5.2 Discussion
        5.2.1 Discussion in Relation to Research Question 1
        5.2.2 Discussion in Relation to Research Question 2
Chapter Six Conclusion
    6.1 Summary of the Study
    6.2 Major Findings of the Study
    6.3 Pedagogical Implications of the Study
    6.4 Limitations of the Study
    6.5 Suggestions for Further Study
References
Appendix I（Pre-test）
Appendix II （Post-test）
Appendix III
Appendix IV
Appendix V
Appendix VI


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