学术英语写作“一对一”指导中教师干预影响的个案研究

发布时间：2021-08-12 06:26

　　随着英语教育改革不断深化,因需施教的教学理念逐渐成为高校英语教学实践与研究的热点话题之一。进入21世纪以来,“学术英语”在一些高校的课程设置中受到了越来越多的重视和青睐。“学术英语”课程的设置、开发、构建、实施、推广都已经成为一种高校外语课程改革的发展趋势,符合高等教育内涵发展和高端人才培养的需求。回顾国内学术英语写作教学的兴起和发展,尽管对影响写作因素的研究涉及学术环境、社会关系、学习者的身份目标、写作经历、导师角色等众多方面,但是对每个影响因素的特点和作用的分析还不够具体深入。本文以中介理论和支架理论为基础,着重分析教师在教学过程中所扮演的角色及其所带来的影响。研究问题主要是:1)通过对词汇复杂性、句法复杂性和语篇连贯程度的分析,研究教师干预怎样影响学生的学术写作质量?2)研究教师在一对一教学中使用了哪些提示策略?3)学生对于一对一辅导中教师干预的建议和意见是什么?本研究选取三名参加吉林大学“学术英语写作能力与素养提升计划”的学生为研究对象,并对其进行动态追踪。研究过程主要分为三个阶段:首先对“一对一”辅导中教师如何干预进行了记录,观察发现渐进提示法是教师干预主要采取的方法。之后收... 

【文章来源】：吉林大学吉林省 211工程院校 985工程院校 教育部直属院校

【文章页数】：84 页

【学位级别】：硕士

【文章目录】：
摘要
abstract
Chapter One Introduction
    1.1 Background of the Study
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Key Concepts
        2.1.1 Academic Writing
        2.1.2 Intervention
    2.2 Previous Studies on Academic Writing
    2.3 Previous Studies on Intervention
    2.4 Comments on Previous Researches
Chapter Three Theoretical Framework
    3.1 Mediation Theory
        3.1.1 Mediation and Intervention
        3.1.2 Zone of Proximal Development
        3.1.3 Graduated Prompt Approach
    3.2 Scaffolding Theory
    3.3 Application of the Theories to the Present Research
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Freeware Tools for Profiling the Lexical Complexity,Syntactic Complexity,and Coherence
        4.3.2 Prompt Strategies for Mediators of DA
        4.3.3 Interviews
    4.4 Research Procedures
    4.5 Data Collection and Data Analysis
        4.5.1 Data of LCA and L2SCA
        4.5.2 Data of Coherence
        4.5.3 Data of Teacher’s Prompt Strategies
        4.5.4 Data from the Interviews
Chapter Five Results and Discussions
    5.1 The Influence of Teacher Intervention
        5.1.1 The Influence of Teacher Intervention on the Lexical Complexity of Writings
        5.1.2 The Influence of Teacher Intervention on the Syntactic Complexity of Writings
        5.1.3 The Influence of Teacher Intervention on Coherence of Writings
    5.2 Analysis of Prompt Strategies
        5.2.1 Application of Prompt Strategies
        5.2.2 Relationship between Teacher Intervention and Writing Ability
    5.3 Analysis of the Interviews
        5.3.1 Advantages of Teacher Intervention in One-on-One Tutoring
        5.3.2 Ameliorative Opinions of Teacher Intervention in One-on-One Tutoring
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
References
AppendixⅠ
AppendixⅡ
作者简介
Acknowledgements



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