英語(yǔ)寫(xiě)作是檢驗(yàn)學(xué)生英語(yǔ)綜合運(yùn)用能力的重要方面,也是語(yǔ)言學(xué)習(xí)過(guò)程中復(fù)雜的輸出過(guò)程。因此,高中英語(yǔ)教學(xué)的一個(gè)重要目的就是培養(yǎng)學(xué)生的英語(yǔ)寫(xiě)作能力。而在高中階段,則主要是以試卷中學(xué)生的書(shū)面寫(xiě)作方面的表現(xiàn)來(lái)衡量學(xué)生的英語(yǔ)寫(xiě)作能力。本研究通過(guò)在高中英語(yǔ)教學(xué)中實(shí)施多模態(tài)信息輸入教學(xué)來(lái)探索其對(duì)學(xué)生寫(xiě)作表現(xiàn)的影響,具體探究以下問(wèn)題的答案:1)多模態(tài)信息輸入教學(xué)就詞匯表達(dá)方面對(duì)高中生英語(yǔ)寫(xiě)作表現(xiàn)有何影響?2)多模態(tài)信息輸入教學(xué)就寫(xiě)作觀點(diǎn)方面對(duì)高中生英語(yǔ)寫(xiě)作表現(xiàn)有何影響?3)多模態(tài)信息輸入教學(xué)就寫(xiě)作結(jié)構(gòu)方面對(duì)高中生英語(yǔ)寫(xiě)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(duì)YZ市某高級(jí)中學(xué)高二全體英語(yǔ)老師的訪談和對(duì)高二(6)班的49名學(xué)生的問(wèn)卷調(diào)查;定量研究主要包括兩套期末統(tǒng)測(cè)卷的兩篇英文寫(xiě)作。研究對(duì)象選取YZ市某高級(jí)中學(xué)高二(6)班的49名學(xué)生和高二(7)班分51名學(xué)生,分別作為實(shí)驗(yàn)班和對(duì)照班。根據(jù)前測(cè),實(shí)驗(yàn)班和對(duì)照班就寫(xiě)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(wú)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(jìn)行教學(xué)。為提高寫(xiě)作表現(xiàn),兩個(gè)班的學(xué)生每周都有一節(jié)寫(xiě)作訓(xùn)練...

【文章頁(yè)數(shù)】：73 頁(yè)

【學(xué)位級(jí)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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