發(fā)布時間：2024-11-02 03:17

　　眾所周知,說和寫是英語學(xué)習(xí)和交際的兩種表達方式,說屬于口頭表達方式,寫屬于書面表達方式,兩者相互獨立,又相互促進。它們都貫穿于英語教學(xué)的全過程,而且新版的英語課程標(biāo)準(zhǔn)也對它們提出明確的要求。然而,在實際教學(xué)過程中,由于兩者費時長,見效慢,老師們不愿花費更多的時間去訓(xùn)練學(xué)生們的口語和寫作能力,更不能采取一定的教學(xué)方法,結(jié)合兩者的互補優(yōu)勢,來提高學(xué)生們的成績。導(dǎo)致學(xué)生們看到英語不敢說,面對作文不能寫。針對這種學(xué)習(xí)現(xiàn)狀,本研究結(jié)合說和寫的特征,探討通過口頭英語作文的運用與實踐,來提高學(xué)生們英語寫作水平和英語寫作成績。本文作者在初中英語教學(xué)過程中,鼓勵學(xué)生在課前以presentation的形式,結(jié)合課本中相關(guān)模塊的話題進行口頭作文的訓(xùn)練。并對其內(nèi)容、呈現(xiàn)和評價方式不斷嘗試和改進。本文的研究假設(shè)是:(1)如果在初中英語課堂上使用口頭作文,學(xué)生們會對所給話題的思想和內(nèi)容有更加清晰的理解。(2)如果在初中英語課堂上使用口頭作文,學(xué)生們將會更加準(zhǔn)確的使用課本中相關(guān)話題的關(guān)鍵詞和句子。(3)如果在初中英語課堂上使用口頭作文,學(xué)生們將會對不同體裁的結(jié)構(gòu)有更加深刻的理解。本研究采用實驗法和訪談法。作者選取了呼...

【文章頁數(shù)】：93 頁

【學(xué)位級別】：碩士

【文章目錄】：
中文摘要
Abstract
Chapter Ⅰ Introduction
    1.1 The background of the study
    1.2 The significance of the study
    1.3 The organization of the study
Chapter Ⅱ Literature Review
    2.1 Conceptual definition in the thesis
        2.1.1 Oral composition
        2.1.2 Presentation
        2.1.3 The relationship between oral composition and presentation
    2.2 Rationals
        2.2.1 Krashen's input hypothesis
        2.2.2 Swain's output theory
        2.2.3 Dale's“Tower of Experience”
    2.3 Previous studies on the application of oral composition
        2.3.1 Studies abroad
        2.3.2 Studies at home
        2.3.3 Limitations in the Previous Researches
Chapter Ⅲ Research Design
    3.1 Hypothesizes
    3.2 Subjects
    3.3 Instruments
        3.3.1 Tests
        3.3.2 Interviews
    3.4 Materials
        3.4.1 The Textbook
        3.4.2 Writing Scoring Criteria
Chapter Ⅳ Research Process
    4.1 Specific Arrangement of the Experiment
        4.1.1 The pre-test
        4.1.2 The training and practicing
        4.1.3 The post-test
    4.2 The standard of the evaluation for students'presentation
    4.3 The sample teaching plans for the application of oral composition
    4.4 The requirements for students'presentation
Chapter Ⅴ Results and Analysis
    5.1 The collection of the data
    5.2 The results and analyses from writing tests
        5.2.1 The statistic description of the pre-test
        5.2.2 The statistic description of the post-test
        5.2.3 The statistic description for EC
        5.2.4 Discussion
    5.3 The results and analyses of the score rubric for the EC and CC
        5.3.1 The results and analyses of the score rubric for the EC
        5.3.2 The results and analyses of the score rubric for the CC
        5.3.3 The comparison of post-test scores between EC and CC
        5.3.4 Discussion
    5.4 Data from interviews
Chapter Ⅵ Conclusion
    6.1 Major findings
    6.2 Limitations
    6.3 Suggestions for the future research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Acknowledgements



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