語類教學(xué)法在英語說明文讀寫教學(xué)中的應(yīng)用研究
發(fā)布時間：2024-04-25 02:35
說明文是人們經(jīng)常使用的交際體裁之一,它的交際目的明確、語篇結(jié)構(gòu)清晰、語言特征明顯。因此,是否能夠準(zhǔn)確地理解和產(chǎn)出說明文語篇,是衡量英語學(xué)習(xí)者讀寫能力的較為有效的手段之一。傳統(tǒng)的教學(xué)方法更注重語篇的語言準(zhǔn)確性,但是卻忽視了語篇的社會情境與意義構(gòu)建過程,導(dǎo)致學(xué)生無法準(zhǔn)確理解作者的寫作意圖,也難以產(chǎn)出符合交際目的的語篇。語類教學(xué)法從交際目的出發(fā),認(rèn)為語篇不僅僅是簡單的語言建構(gòu),更是一種社會意義建構(gòu)。它更多地關(guān)注語篇的動態(tài)建構(gòu)過程,并積極地讓學(xué)生參與到這一過程當(dāng)中。本研究以英語說明文為例進行了為期11周的讀寫教學(xué)實驗,即學(xué)生在閱讀的基礎(chǔ)上進行寫作,旨在探索語類教學(xué)法在英語說明文讀寫教學(xué)中的效果及優(yōu)勢。實驗對象是江西某大專院校英語專業(yè)二年級的兩個自然班,一個為實驗班,一個為控制班,每個班40人。教師在實驗班采用語類教學(xué)法,在控制班則實行傳統(tǒng)的教學(xué)方法。研究工具包括前測、后測和訪談。前測和后測均包含閱讀及寫作測試。寫作測試成績由兩位教師分別從文章內(nèi)容、結(jié)構(gòu)、語言及流利度方面進行評分,并最終采用求均值的方式計算得分。兩次閱讀與寫作測試的結(jié)果均通過SPSS24.0進行數(shù)據(jù)分析。研究結(jié)果表明:實驗班與控...
【文章頁數(shù)】：70 頁
【學(xué)位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Genre
2.1.1 The Definition of Genre
2.1.2 Genre Theory
2.1.3 Genre-based Pedagogy
2.1.4 Empirical Studies on Genre Theory Aboard
2.1.5 Empirical Studies on Genre Theory at Home
2.2 Integrated Reading and Writing Teaching
2.2.1 The Relationship between Reading and Writing
2.2.2 Empirical Studies on Integrated Reading and Writing Teaching
2.3 Genre Futures of English Exposition
2.4 Research Gap
Chapter Three Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Materials and Instruments
3.3.1 Research Materials
3.3.2 Pre-test and Post-test
3.3.3 Interview
3.4 Teaching Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of the Reading Test
4.1.1 Results of the Reading Test
4.1.2 Discussion of the Results
4.2 Results and Discussion of the Writing Test
4.2.1 Results of the Writing Test
4.2.2 Discussion of the Results
4.3 Results and Discussion of the Interview
4.3.1 Results of the Interview
4.3.2 Discussion of the Results
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions for Further Research
References
Appendix Ⅰ Pre-Test
Appendix Ⅱ Post-test
Appendix Ⅲ The Scoring Criteria of Composition
Acknowledgements
在讀期間公開發(fā)表論文(著)及科研情況
本文編號：3963874
【文章頁數(shù)】：70 頁
【學(xué)位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Study
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Genre
2.1.1 The Definition of Genre
2.1.2 Genre Theory
2.1.3 Genre-based Pedagogy
2.1.4 Empirical Studies on Genre Theory Aboard
2.1.5 Empirical Studies on Genre Theory at Home
2.2 Integrated Reading and Writing Teaching
2.2.1 The Relationship between Reading and Writing
2.2.2 Empirical Studies on Integrated Reading and Writing Teaching
2.3 Genre Futures of English Exposition
2.4 Research Gap
Chapter Three Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Materials and Instruments
3.3.1 Research Materials
3.3.2 Pre-test and Post-test
3.3.3 Interview
3.4 Teaching Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Results and Discussion of the Reading Test
4.1.1 Results of the Reading Test
4.1.2 Discussion of the Results
4.2 Results and Discussion of the Writing Test
4.2.1 Results of the Writing Test
4.2.2 Discussion of the Results
4.3 Results and Discussion of the Interview
4.3.1 Results of the Interview
4.3.2 Discussion of the Results
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions for Further Research
References
Appendix Ⅰ Pre-Test
Appendix Ⅱ Post-test
Appendix Ⅲ The Scoring Criteria of Composition
Acknowledgements
在讀期間公開發(fā)表論文(著)及科研情況
本文編號：3963874
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