基于输出驱动假设的高中英语写作教学模式行动研究

发布时间：2023-09-28 22:46

　　随着书面英语在当代英语中扮演愈来愈重要的角色,英语写作也越来越受到师生们的重视。然而,当前高中英语写作的效果仍不尽人意。不少高中英语教师仍然依赖传统的英语写作教学方法,花大量时间批改作文,而学生只关心自己的分数。基于输出驱动假设、输入假设以及输出假设,本研究采用行动研究法探究以下研究问题:1)何种基于输出驱动假设的英语写作教学模式能有效提高高中生英语写作水平?2)基于输出驱动假设的英语写作教学模式在多大程度上能降低高中生的英语写作焦虑?本研究以广州市白云区某高中高一年级某班的30名学生作为研究对象,进行了为期10周的行动研究。首先通过访谈、问卷及测试验证高中生英语写作困难及焦虑程度,接着制定第一轮行动计划,即采用“读-写-修改-写”的模式进行写作教学。然后结合测试、访谈的结果进行总结、反思,修改行动计划。在第二轮行动研究中,教学模式改为“读-讨论-写-修改-写”。最后再利用测试、问卷反思总结第二轮行动计划结果。研究结果表明:“读-讨论-写-修改-写”的英语写作教学模式更能有助于提高高中学生的英语写作水平,在很大程度上也能降低高中生的英语写作焦虑。本研究对高中英语写作教学的启示是:教师应...

【文章页数】：116 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Objectives of the Research
    1.3 Significance of the Research
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Models of EFL Writing Teaching
        2.1.1 Product-Oriented Teaching Model
        2.1.2 Process-Oriented Teaching Model
        2.1.3 Reading-Writing-Integrated-Teaching Model
        2.1.4 Summary
    2.2 Previous Research on EFL Writing Teaching
        2.2.1 Previous Research on EFL Writing Teaching Abroad
        2.2.2 Previous Research on EFL Writing Teaching at Home
        2.2.3 Summary
    2.3 Previous Research on Output-Driven Hypothesis
Chapter Three Theoretical Framework
    3.1 Output-Driven Hypothesis
        3.1.1 Wen Qiufang’s Output-Driven Hypothesis
        3.1.2 Application of the Output-Driven Hypothesis to the Research
    3.2 Input Hypothesis
        3.2.1 Krashen’ s Input Hypothesis
        3.2.2 Application of the Input Hypothesis to the Research
    3.3 Output Hypothesis
        3.3.1 Swain’s Output Hypothesis
        3.3.2 Application of the Output Hypothesis to the Research
Chapter Four Research Design
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Questionnaire
        4.3.2 Tests
        4.3.3 Interview
    4.4 Action Research
        4.4.1 Problems Identification
        4.4.2 Confirmation of the Hypothesis
        4.4.3 Procedures for Cycle One
        4.4.4 Procedures for Cycle Two
Chapter Five Results and Discussion
    5.1 Results of the Questionnaires
    5.2 Results of the Tests
        5.2.1 Comparison of Writing Scores between Pre-Test and Post-Test One
        5.2.2 Comparison of Writing Scores between Post-Test One and Post-Test Two
        5.2.3 Comparison of Writing Scores between the Pre-Test and Post-Test Two
    5.3 Results of the Interview
    5.4 Discussion
        5.4.1 Discussion on the EFL Writing Ability
        5.4.2 Discussion on the EFL Writing Anxiety
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implication
    6.3 Limitations of the Research
    6.4 Suggestions for Future Research
References
Appendixes
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
    Appendix Ⅴ
    Appendix Ⅵ
    Appendix Ⅶ
    Appendix Ⅷ
    Appendix Ⅸ



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