寫作是語言運(yùn)用的基本能力之一。面對新課程標(biāo)準(zhǔn)的確立和高考英語寫作試題的改革,學(xué)生們普遍感到焦慮,急于提高英語寫作能力,以尋求應(yīng)對高考英語寫作試題的新題型:讀后續(xù)寫。讀后續(xù)寫是王初明教授結(jié)合輸入輸出理論和互動協(xié)同理論提出來的能有效促進(jìn)英語學(xué)習(xí)效果的方法。具體的操作方法就是將一篇長度適中,內(nèi)容有趣,適合學(xué)生英語水平的英語讀物抹去結(jié)尾,要求學(xué)生在充分閱讀原文的基礎(chǔ)上創(chuàng)造性地補(bǔ)全結(jié)尾。2018年,王初明教授為了增強(qiáng)學(xué)習(xí)者與原文的互動強(qiáng)度,增強(qiáng)協(xié)同效果,又在其基礎(chǔ)上發(fā)展出了多輪續(xù)寫。多輪續(xù)寫分為兩輪續(xù)寫和小說續(xù)寫。本文采用后者,將一篇內(nèi)容驚奇有趣的小說分為六節(jié)。學(xué)生在讀完第一節(jié)的內(nèi)容之后,在充分理解小說背景和續(xù)寫任務(wù)的基礎(chǔ)上,從第二節(jié)開始續(xù)寫。完成后與原作進(jìn)行對比,再進(jìn)行下一次的續(xù)寫,直至寫到結(jié)尾。與讀后續(xù)寫的一次性寫作相比,多輪續(xù)寫將同一話題下的寫作任務(wù)分成若干次,更符合學(xué)生在校日常學(xué)習(xí)的規(guī)律。與讀后續(xù)寫的一次性評價(jià)相比,多輪續(xù)寫不僅可以多次進(jìn)行評價(jià),還提供了優(yōu)秀的參照模版。在不斷的練習(xí)和鞏固中,學(xué)生的寫作能力不斷提升。同時(shí),多輪續(xù)寫的任務(wù)可以根據(jù)學(xué)生能力的發(fā)展進(jìn)行相應(yīng)調(diào)整,不斷激發(fā)學(xué)生的學(xué)習(xí)...

【文章頁數(shù)】：73 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Acronyms
Chapter One Introduction
    1.1 The Background Information
    1.2 The Purpose of the Study
    1.3 The Significance of the Study
    1.4 The Structure of the Study
Chapter two Literature Review
    2.1 The Definition of Iterative Continuation
    2.2 Previous Studies Abroad and at Home
        2.2.1 Studies on Continuation Task
        2.2.2 Studies on Writing Anxiety
        2.2.3 Studies on Writing Performance
    2.3 Theoretical Foundation
        2.3.1 The Input-Output Hypothesis
        2.3.2 The Interactive Alignment and the Continuation Theory
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 English Writing Tests
    3.4 Procedures
        3.4.1 Before the Experiment
        3.4.2 During the Experiment
        3.4.3 After the Experiment
    3.5 A Sample Lesson Plan of the Experimental Class
Chapter Four Results and Discussions
    4.1 The Effect of Iterative Continuation on Writing Anxiety
        4.1.1 The Results Analysis of Questionnaires
        4.1.2 The Discussion on the Effect of Iterative Continuation on Writing Anxiety
    4.2 The Effect of Iterative Continuation on Writing Performance
        4.2.1 The Results Analysis of Writing Tests
        4.2.2 The Discussion on the Effect of Iterative Continuation on Writing Performance
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications on Writing Teaching
    5.3 Limitations of the Research
    5.4 Suggestions for Future Research
References
Appendix Ⅰ Second Language Writing Anxiety Inventory
Appendix Ⅱ Composition for Pre-test
Appendix Ⅲ Composition for Post-test
Appendix Ⅳ Jacob et al.’s English Second Language Composition Profile
Appendix Ⅴ The Material of the Sample Lesson
Acknowledgements



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