雖然我國的基礎(chǔ)教育階段的英語教學(xué)已經(jīng)有了很大的進(jìn)展,但是農(nóng)村地區(qū)高中生英語寫作還存在問題。寫作教學(xué)處于學(xué)生怕學(xué),教師難教的窘境。因此本研究以Krashen的輸入假說理論和Swain的輸出理論為理論基礎(chǔ),根據(jù)Ebbinghaus的遺忘曲線理論的規(guī)律,以福建省南安市某中學(xué)2018級(jí)高一年93名學(xué)生為研究對(duì)象,通過為期三個(gè)月的背誦教學(xué)實(shí)驗(yàn),期間對(duì)研究對(duì)象進(jìn)行寫作前測(cè)試、寫作后測(cè)試、詞匯測(cè)試、背誦訪談從而探討如下三個(gè)問題:(1)農(nóng)村地區(qū)高中學(xué)生對(duì)背誦在教學(xué)中應(yīng)用的態(tài)度;(2)背誦是否可以提高農(nóng)村地區(qū)高中學(xué)生英語寫作中詞匯和語法的運(yùn)用水平以及降低中式英語頻率;(3)背誦對(duì)農(nóng)村地區(qū)高中學(xué)生英語寫作的影響如何?在實(shí)驗(yàn)開始前進(jìn)行了一次寫作前測(cè),結(jié)果發(fā)現(xiàn)學(xué)生基礎(chǔ)比較弱,兩個(gè)班沒有顯著的差異,這也確保實(shí)驗(yàn)的可操作性。實(shí)驗(yàn)期間,筆者在常規(guī)教學(xué)外對(duì)實(shí)驗(yàn)班的學(xué)生進(jìn)行背誦監(jiān)督和指導(dǎo)并且穿插了兩次詞匯測(cè)試來檢測(cè)背誦對(duì)學(xué)生詞匯學(xué)習(xí)的影響。在實(shí)驗(yàn)結(jié)束之后,通過寫作后測(cè),發(fā)現(xiàn)實(shí)驗(yàn)班的學(xué)生在英語寫作方面進(jìn)步比控制班的學(xué)生明顯,尤其是在語法和詞匯用法方面。因此,本研究有如下發(fā)現(xiàn):(1)背誦能夠被學(xué)生接受,有應(yīng)用到英語寫作教學(xué)中...

【文章頁數(shù)】：82 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
中文文摘
Chapter One Introduction
    1.1 Research Background
    1.2 Objective and Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Recitation
        2.1.1 Defining Recitation
        2.1.2 Significance of Recitation
    2.2 Krashen’s Input Hypothesis
    2.3 Swain’s Output Hypothesis
    2.4 Forgetting Curve Theory
    2.5 Studies Abroad and at Home
        2.5.1 Studies Abroad
        2.5.2 Studies at Home
Chapter Three Research Methodology
    3.1 Research Purpose
    3.2 Research Questions
    3.3 Participants of the Study
    3.4 Instruments
        3.4.1 Pre-test and Post-test
        3.4.2 Scoring Criteria
        3.4.3 Vocabulary Test
        3.4.4 Recitation Material and Implementation
        3.4.5 Questionnaires and Interview Questions
        3.4.6 Procedures of the Study
        3.4.7 Guidance to English Writing
Chapter Four Results and Discussion
    4.1 Results and Analysis of the Questionnaire
    4.2 Results and Analysis of the Interview
    4.3 Results of the Data from the Writing Pre-test and the Post-test
        4.3.1 Results and Analysis of the Data from Writing Pre-test
        4.3.2 Results and Analysis of the Data from Writing Post-test
    4.4 Results of the Data from the Vocabulary Tests
    4.5 Results of the Correlation between Vocabulary and Writing
    4.6 Discussion
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Recommendations for the Future Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgements
個(gè)人簡歷



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