英語寫作是檢驗學生英語綜合運用能力的重要方面,也是語言學習過程中復雜的輸出過程。因此,高中英語教學的一個重要目的就是培養(yǎng)學生的英語寫作能力。而在高中階段,則主要是以試卷中學生的書面寫作方面的表現(xiàn)來衡量學生的英語寫作能力。本研究通過在高中英語教學中實施多模態(tài)信息輸入教學來探索其對學生寫作表現(xiàn)的影響,具體探究以下問題的答案:1)多模態(tài)信息輸入教學就詞匯表達方面對高中生英語寫作表現(xiàn)有何影響?2)多模態(tài)信息輸入教學就寫作觀點方面對高中生英語寫作表現(xiàn)有何影響?3)多模態(tài)信息輸入教學就寫作結(jié)構(gòu)方面對高中生英語寫作表現(xiàn)有何影響?本研究主要采用了定性和定量的研究方法。定性研究主要包括對YZ市某高級中學高二全體英語老師的訪談和對高二(6)班的49名學生的問卷調(diào)查;定量研究主要包括兩套期末統(tǒng)測卷的兩篇英文寫作。研究對象選取YZ市某高級中學高二(6)班的49名學生和高二(7)班分51名學生,分別作為實驗班和對照班。根據(jù)前測,實驗班和對照班就寫作表現(xiàn)在構(gòu)詞,主題創(chuàng)作和文章結(jié)構(gòu)創(chuàng)作方面無顯著性差異,他們的整體創(chuàng)作能力也處于同一水平。由同樣的老師用不同的方法進行教學。為提高寫作表現(xiàn),兩個班的學生每周都有一節(jié)寫作訓練...

【文章頁數(shù)】：73 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Significance and Purpose of the Study
    1.3 Overall Stucture of the Thesis
Chapter Two Literature Review
    2.1 Key Terms and Basic Concepts
        2.1.1 Definition of Multimode
        2.1.2 Definition of Multimodal Information Input
        2.1.3 Writing ability
        2.1.4 Writing performance
    2.2 Previous studies at Home and Abroad
        2.2.1 Studies on Multimodal Theory Abroad
        2.2.2 Studies on Multimodal Theory at Home
        2.2.3 Studies on English Writing Teaching Abroad
        2.2.4 Studies on Writing Teaching at Home
        2.2.5 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Design
        3.2.1 Interview
        3.2.2 Experimental design
            3.2.2.1 Subjects
            3.2.2.2 Research Instruments
            3.2.2.3 Statistical Device
            3.2.2.4 Teaching Experiment
            3.2.2.5 Reflection on Teaching Design
Chapter Four Results and Discussion
    4.1 Results and Discussion of the Effect of Multimodal Information Input Teaching onSenior Students Writing performance in Terms of the linguistic expression
    4.2 Results and Discussion of the Effect of Multimodal Information Input Teaching onSenior Students Writing performance in Terms of the point of view
    4.3 Results and Discussion of Multimodal Information Input Teaching on Senior StudentsWriting performance in Terms of the structure in writing
    4.4 Results and Discussion of Questionnaire
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications to High School English Teaching
    5.3 Limitations of the Present Study
    5.4 Suggestions on Multimodal Information Imput in English Writing Teaching
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appeudix Ⅵ
Appendix Ⅶ
Appendix Ⅷ



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