發(fā)布時(shí)間：2024-10-05 06:43

　　隨著課改的進(jìn)行,高中英語教學(xué)受到了越來越多的關(guān)注,作為語言輸出能力之一的英語寫作更應(yīng)該得到重視。因此,為了提高學(xué)生的英語寫作水平,一些研究者嘗試了不同的英語寫作教學(xué)方法,整體聽寫就是其中之一。整體聽寫在傳統(tǒng)聽寫的基礎(chǔ)上發(fā)展而來,但兩者之間存在著明顯的區(qū)別。整體聽寫是一種以篇章為基礎(chǔ),以任務(wù)為基礎(chǔ),以學(xué)生為中心的教學(xué)方法,目的是為了幫助學(xué)習(xí)者注意語言的形式和意義。縱觀國內(nèi)外相關(guān)研究,整體聽寫是一種有效的外語教學(xué)方法。許多研究證明整體聽寫能夠提高學(xué)生聽、說、讀、寫綜合語言能力。其中關(guān)于整體聽寫對英語寫作的影響的研究都是與傳統(tǒng)的英語寫作教學(xué)方法作對比,證明該方法適用于高中英語寫作課堂。另外,許多研究者根據(jù)教學(xué)需要對整體聽寫的步驟進(jìn)行了修改,即對整體聽寫的各階段提出不同的要求,并指出重構(gòu)階段是整體聽寫的關(guān)鍵。因此,本研究在已有研究的基礎(chǔ)上將整體聽寫應(yīng)用于高中英語寫作教學(xué),并對兩個(gè)教學(xué)班在短文重構(gòu)階段分別提出不同的要求,旨在探討重構(gòu)階段要求不同的整體聽寫對學(xué)生的寫作過程以及寫作水平的影響。本文共提出三個(gè)研究問題:第一、在整體聽寫的短文重構(gòu)階段,小組成員之間的協(xié)商過程及重構(gòu)的短文有何特點(diǎn)?第二、整體...

【文章頁數(shù)】：86 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract in English
Abstract in Chinese
1. Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the research
        1.2.1 Purpose of the research
        1.2.2 Significance of the research
    1.3 Organization of the thesis
2. Literature Review
    2.1 Dictogloss
        2.1.1 Definition of dictogloss
        2.1.2 Variations of dictogloss
        2.1.3 Features of dictogloss
        2.1.4 Procedures of dictogloss
    2.2 Previous researches on dictogloss
        2.2.1 Related researches abroad
        2.2.2 Related researches at home
3. Theoretical Basis
    3.1 Schema theory
    3.2 Input and output hypothesis
    3.3 Cooperative learning
4. Research Methodology
    4.1 Research questions
    4.2 Research subjects
    4.3 Research instruments
        4.3.1 Classroom recording
        4.3.2 Questionnaires
        4.3.3 Pre-test
        4.3.4 Post-test
    4.4 Materials of dictogloss
    4.5 Research procedures
        4.5.1 Preparation
        4.5.2 Experiment
        4.5.3 Data collection
    4.6 Teaching procedures
5. Results and Discussions
    5.1 Results from classroom recording
        5.1.1 Analysis of students’ negotiation process
        5.1.2 Analysis of students’ reconstructed texts
        5.1.3 Discussions on classroom recording
    5.2 Results from questionnaires
        5.2.1 Analysis of planning before writing
        5.2.2 Analysis of translating while writing
        5.2.3 Analysis of reviewing after writing
        5.2.4 Discussions on questionnaires
    5.3 Results from tests
        5.3.1 Analysis of pre-test scores between EC and CC
        5.3.2 Analysis of post-test scores between EC and CC
        5.3.3 Analysis of pre-test and post-test of EC
        5.3.4 Analysis of pre-test and post-test of CC
        5.3.5 Discussions on tests
    5.4 Summary
6. Conclusion
    6.1 Major findings
    6.2 Pedagogical implications of the research
    6.3 Limitations of the research and suggestions for further research
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Acknowledgements
Publications



本文編號：4007663