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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-12-07编辑:vicky点击率:418
论文字数:43566论文编号:org202311281002101365语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇英语毕业论文,本研究以输入输出假说、建构主义理论为理论基础,运用问卷调查、写作测试和访谈法探讨主题意义视域下的读写结合模式在高中英语写作教学中的应用。
2.2.1.1 Studies on Thematic Meaning Abroad
Many researchers have done a series of studies linking thematic meaning to teaching. The notion of thematic instruction, which can be dated back to the 1950s in the United States and spawned a number of new curriculum teaching models represented by thematic instruction, is where the teaching concept of thematic meaning can be found. Hanna (1955) makes a systematic definition for the first time that thematic instruction is a purposeful learning experience focused on the understanding of a topic with social significance, which is regarded as a meaningful entirety that crosses various disciplines and is based on children’s individual social needs. That is to say, the association among thematic meaning and social context, culture, and individual students is brought into focus in this conclusion.
Chapter Three Methodology ................... 25
3.1 Research Questions .............................. 25
3.2 Research Participants ........................... 25
Chapter Four Results and Discussion ................. 37
4.1 Results and Discussion of Questionnaire ..................... 37
4.1.1 Results of the Current Barriers in English Writing for Students ....................... 37
4.1.2 Results of Students’ Perception of Reading-to-Writing Model in Terms of Thematic Meaning .................. 40
Chapter Five Conclusion .................................. 51
5.1 Major Findings ............................ 51
5.2 Implications .................................. 53
5.3 Limitations of the Study .......................... 54
Chapter Four Results and Discussion
4.1 Results and Discussion of Questionnaire
The author uses the pre-questionnaire before the experiment and the post-questionnaire after the experiment, which could be helpful for understanding the current difficulties in English writing for senior high school students, and students’ perceptions of the reading-to-writing model in terms of thematic meaning. Both questionnaires are adapted from Sun Yunbo (2003), which is shown in Appendix I.
4.1.1 Results of the Current Barriers in English Writing for Students
Pre-questionnaire is used to research students’ understanding of thematic meaning in the two classes. In order to make students have a better understanding, the author adopted the questionnaire in Chinese, which is shown in Appendix I. The three dimensions and some corresponding items of this questionnaire are as follows.
Chapter Five Conclusion
5.1 Major Findings
The results of this study agree with Alqouran (2016)’s research findings that the integration of reading and writing could be beneficial to improve learner’s writing performance. What’s more, this study validates the conclusions本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。