眾所周知,說(shuō)和寫(xiě)是英語(yǔ)學(xué)習(xí)和交際的兩種表達(dá)方式,說(shuō)屬于口頭表達(dá)方式,寫(xiě)屬于書(shū)面表達(dá)方式,兩者相互獨(dú)立,又相互促進(jìn)。它們都貫穿于英語(yǔ)教學(xué)的全過(guò)程,而且新版的英語(yǔ)課程標(biāo)準(zhǔn)也對(duì)它們提出明確的要求。然而,在實(shí)際教學(xué)過(guò)程中,由于兩者費(fèi)時(shí)長(zhǎng),見(jiàn)效慢,老師們不愿花費(fèi)更多的時(shí)間去訓(xùn)練學(xué)生們的口語(yǔ)和寫(xiě)作能力,更不能采取一定的教學(xué)方法,結(jié)合兩者的互補(bǔ)優(yōu)勢(shì),來(lái)提高學(xué)生們的成績(jī)。導(dǎo)致學(xué)生們看到英語(yǔ)不敢說(shuō),面對(duì)作文不能寫(xiě)。針對(duì)這種學(xué)習(xí)現(xiàn)狀,本研究結(jié)合說(shuō)和寫(xiě)的特征,探討通過(guò)口頭英語(yǔ)作文的運(yùn)用與實(shí)踐,來(lái)提高學(xué)生們英語(yǔ)寫(xiě)作水平和英語(yǔ)寫(xiě)作成績(jī)。本文作者在初中英語(yǔ)教學(xué)過(guò)程中,鼓勵(lì)學(xué)生在課前以presentation的形式,結(jié)合課本中相關(guān)模塊的話(huà)題進(jìn)行口頭作文的訓(xùn)練。并對(duì)其內(nèi)容、呈現(xiàn)和評(píng)價(jià)方式不斷嘗試和改進(jìn)。本文的研究假設(shè)是:(1)如果在初中英語(yǔ)課堂上使用口頭作文,學(xué)生們會(huì)對(duì)所給話(huà)題的思想和內(nèi)容有更加清晰的理解。(2)如果在初中英語(yǔ)課堂上使用口頭作文,學(xué)生們將會(huì)更加準(zhǔn)確的使用課本中相關(guān)話(huà)題的關(guān)鍵詞和句子。(3)如果在初中英語(yǔ)課堂上使用口頭作文,學(xué)生們將會(huì)對(duì)不同體裁的結(jié)構(gòu)有更加深刻的理解。本研究采用實(shí)驗(yàn)法和訪(fǎng)談法。作者選取了呼...

【文章頁(yè)數(shù)】：93 頁(yè)

【學(xué)位級(jí)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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