英語寫作是英語學(xué)習(xí)的四項(xiàng)基本技能之一,也是最高級(jí)最復(fù)雜的產(chǎn)出性技能。大多數(shù)高中生對(duì)于英語寫作都會(huì)產(chǎn)生焦慮心理。因此,有效緩解高中生的英語寫作焦慮并提高他們的英語寫作能力是本研究的出發(fā)點(diǎn)�！耙宰x促寫”是一種閱讀和寫作有效結(jié)合從而提高學(xué)生英語表達(dá)能力的教學(xué)方法,它為寫作教學(xué)提供了新的視角,豐富了學(xué)生的學(xué)習(xí)手段,對(duì)于培養(yǎng)學(xué)生的閱讀能力和寫作能力有很好的借鑒意義。因此越來越受到國(guó)內(nèi)外學(xué)者的關(guān)注。本研究基于Horwitz的外語學(xué)習(xí)焦慮理論,Pickering和Garrod的互動(dòng)協(xié)同理論并結(jié)合“以讀促寫”的教學(xué)方法,探討以下兩個(gè)研究問題:（1）“以讀促寫”在減輕高中生英語寫作焦慮方面的效果如何?（2）“以讀促寫”對(duì)高中生英語寫作的內(nèi)容、語言準(zhǔn)確性、句型和語篇連貫性方面有什么影響?本研究采用實(shí)驗(yàn)法,以岷縣三中高一年級(jí)的兩個(gè)平行班的90名學(xué)生作為被試,進(jìn)行了為期三個(gè)月的教學(xué)實(shí)驗(yàn)。首先對(duì)被試進(jìn)行前測(cè),其目的是為了測(cè)試實(shí)驗(yàn)班和控制班的學(xué)生在實(shí)驗(yàn)之前的寫作水平有沒有明顯的差異。同時(shí)采用臺(tái)灣學(xué)者Cheng Y.S.編譯的外語寫作焦慮量表,對(duì)學(xué)生的英語寫作焦慮水平進(jìn)行了評(píng)估。然后,“以讀促寫”教學(xué)法和過程寫作法... 

【文章來源】：西北師范大學(xué)甘肅省

【文章頁數(shù)】：83 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Review on English Writing Anxiety
        2.1.1 Definition of English Writing Anxiety
        2.1.2 Relationship Between English Writing Anxiety and Achievement
    2.2 Review on Reading-to-write Approach
        2.2.1 Definition of Reading-to-write Approach
        2.2.2 Researches at Home and Abroad
    2.3 Review on Using Reading-to-write Approach in Writing Teaching
    2.4 Summary
Chapter Three Theoretical Framework
    3.1 Horwitz’Foreign Language Anxiety
    3.2 Interactive Alignment Theory
    3.3 Summary
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Writing Tests
        4.3.3 Evaluation Standard on Writing
    4.4 Research Procedures
        4.4.1 Pretest
        4.4.2 Teaching Experiment
        4.4.3 Post-test
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results and Discussion of Students’Anxiety in English Writing
    5.2 Results and Discussion of Students’Writing Achievements
    5.3 General Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Study
References
Appendixes
    Appendix Ⅰ Questionnaire
    Appendix Ⅱ Pretest
    Appendix Ⅲ Post-test
    Appendix Ⅳ Scoring Rubric of English Writing
    Appendix Ⅴ The Scores of Two Writing Tests
    Appendix Ⅵ Reading Materials for EC
    Appendix Ⅶ Students’Sample Writing
Acknowledgements
個(gè)人簡(jiǎn)歷、在學(xué)期間發(fā)表的學(xué)術(shù)論文與研究成果



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