我國(guó)中學(xué)提倡學(xué)生“用英語(yǔ)做事情”,英語(yǔ)應(yīng)用文寫作是英語(yǔ)課程的重要組成部分。然而不少學(xué)者與教師認(rèn)為,以語(yǔ)法為導(dǎo)向的寫作教學(xué)模式在英語(yǔ)應(yīng)用文寫作教學(xué)效果欠佳。此外,高中英語(yǔ)新課標(biāo)強(qiáng)調(diào)思維品質(zhì)的培養(yǎng)與課程內(nèi)容的語(yǔ)境化,也對(duì)英語(yǔ)應(yīng)用文寫作教學(xué)的改革提出了要求。隨著理論與實(shí)踐的發(fā)展,新的寫作教學(xué)法陸續(xù)出現(xiàn),其中,Badger&White提出的過程體裁法,在近年來受到廣泛的關(guān)注。過程體裁法的跨學(xué)科理論特征,為整合各種教學(xué)法的優(yōu)點(diǎn)提供了可能�；�于近年來學(xué)界的理論構(gòu)想和教育界的實(shí)踐經(jīng)驗(yàn),本研究將過程體裁法應(yīng)用于高中英語(yǔ)應(yīng)用文寫作教學(xué),進(jìn)行了為期12周的實(shí)驗(yàn),試圖回答以下兩個(gè)問題:1、過程體裁法能否顯著提高英語(yǔ)應(yīng)用文寫作能力?2、通過過程體裁法教學(xué),學(xué)生對(duì)英語(yǔ)應(yīng)用文寫作的態(tài)度是否會(huì)轉(zhuǎn)變?經(jīng)過結(jié)果分析,本研究得出以下兩個(gè)主要結(jié)論:1、過程體裁法能顯著提高英語(yǔ)應(yīng)用文寫作能力。2、過程體裁法教學(xué)能使學(xué)生對(duì)應(yīng)用文寫作能力的提高更有信心,對(duì)英語(yǔ)應(yīng)用文寫作更感興趣。研究表明,過程體裁法中的先寫后學(xué)、體裁分析與多稿寫作等一系列教學(xué)步驟能有效提高英語(yǔ)應(yīng)用文寫作能力,激發(fā)學(xué)生寫作的興趣并增強(qiáng)學(xué)生的信心。

【文章頁(yè)數(shù)】：91 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Research background
    1.2 Research objectives
    1.3 Research significance
    1.4 Organization of the thesis
Chapter Two Literature Review
    2.1 Relevant researches abroad on process-genre approach
    2.2 Relevant researches at home on process-genre approach
    2.3 Limitations of previous researches
Chapter Three Theoretical Framework
    3.1 Writing cognitive process model
    3.2 Martin’s genre analysis framework
    3.3 The connection of the two theories
Chapter Four Methodology
    4.1 Research questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Writing tests
        4.3.2 Questionnaires
        4.3.3 Interviews
        4.3.4 Classroom observation
    4.4 Research procedures
    4.5 Instructional design
        4.5.1 Teaching procedures in the experimental class
        4.5.2 Teaching procedures in the control class
    4.6 Data collection and analysis
Chapter Five Data Analysis and Discussion
    5.1 Analysis of the questionnaires
    5.2 Analysis of the tests
        5.2.1 The pre-test in the experimental class and the control class
        5.2.2 The results of the post-test in the experimental class and the control class
    5.3 Analysis of classroom observation
    5.4 Analysis of the interview
    5.5 Discussion
        5.5.1 Differences in practical English writing ability between the experimental class and the control class
        5.5.2 Differences in attitude towards practical English writing between the experimental class and the control class
Chapter Six Conclusions
    6.1 Major findings
    6.2 Pedagogical implications
    6.3 Suggestions for further studies
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
作者簡(jiǎn)介及攻讀碩士學(xué)位期間取得的研究成果



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