寫作作為交際和語言學(xué)習(xí)的四項(xiàng)基本技能之一,是一項(xiàng)復(fù)雜的認(rèn)知活動(dòng),也是衡量學(xué)生語言能力的重要標(biāo)準(zhǔn)。寫作教學(xué)作為語言教學(xué)的重要方面,是初中英語教學(xué)中的一個(gè)難點(diǎn)。而且,初中生的寫作能力也并不盡如人意。背誦,作為學(xué)生輸入的一種重要方式之一,在中國傳統(tǒng)教學(xué)中有著悠久的歷史,同時(shí)也是一種重要的教學(xué)方法。研究人員們普遍認(rèn)識(shí)到背誦在中國是有效的,它可以幫助學(xué)生加深對(duì)許多文章的理解,可以加強(qiáng)對(duì)語言的輸入。以此增強(qiáng)語言的積累,產(chǎn)生標(biāo)準(zhǔn)化的語言輸出。本文以克拉申的輸入假設(shè)、施密特的注意假設(shè)和信息處理理論以及比亞韋斯托克的內(nèi)隱和外顯理論知識(shí)為基礎(chǔ),通過教學(xué)實(shí)驗(yàn),檢驗(yàn)了背誦輸入對(duì)提高初中生英語寫作水平的實(shí)際效果。實(shí)驗(yàn)旨在回答以下研究問題:(1):背誦式語言輸入對(duì)學(xué)生的寫作能力有哪些影響?(2):背誦式語言輸入對(duì)學(xué)生的寫作自信有哪些影響?本次實(shí)驗(yàn)的研究對(duì)象是來自一所中學(xué)的初二年級(jí)兩個(gè)平行班的83名學(xué)生,其中實(shí)驗(yàn)班42人,控制班41人。實(shí)驗(yàn)時(shí)間共14周。實(shí)驗(yàn)班采用背誦式輸入的教學(xué)法,而控制班則采取傳統(tǒng)的教學(xué)方式。為了分析實(shí)驗(yàn)的具體結(jié)果,筆者分別在兩班進(jìn)行了寫作的前測(cè)和后測(cè),并使用SPSS軟件對(duì)所得數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。...

【文章頁數(shù)】：100 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Present Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Recitation Input
        2.1.1 Definitions of Recitation Input
        2.1.2 Functions of Recitation Input
        2.1.3 Optimization Strategies of Recitation
    2.2 Writing
        2.2.1 Nature of Writing
        2.2.2 Recitation Input and English Writing
    2.3 Related theories of Recitation Input
        2.3.1 Krashen' s Input Hypothesis
        2.3.2 Schmidt' s Noticing Hypothesis
        2.3.3 Bialystok' s Distinction of Explicit Knowledge and ImplicitKnowledge
    2.4 Previous Studies of Recitation Input in English Writing at Home andAbroad
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interview
        3.3.3 Writing Tests
    3.4 Teaching Procedures
        3.4.1 The Input of Vocabulary
        3.4.2 The Input of Sentences
        3.4.3 The Input of Texts
        3.4.4 Training of English writing
    3.5 Data Collection and Analysis
Chapter 4 Results and Discussions
    4.1 Results
        4.1.1 Results of Pre-Questionnaire
        4.1.2 Results of Post-Questionnaire
        4.1.3 Results of the Writing Pre-test
        4.1.4 Results of the Writing Post-test
        4.1.5 Results of the Interview
    4.2 Discussions
        4.2.1 Effects of Recitation Input on Students' Writing Ability
        4.2.2 Effects of Recitation Input on Students' Writing Confidence
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implication and Suggestions
    5.3 Limitations of the Study
    5.4 Suggestions for Future Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G



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