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产出导向法在初中英语应用文写作教学中的实验探讨

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2023-04-06编辑:vicky点击率:598

论文字数:52122论文编号:org202304031348198054语种:英语 English地区:中国价格:$ 44

关键词:英语教学法论文范文

摘要:本文是一篇英语教学法论文,本研究以杭州市仓前中学初三年级两个平行班共74名学生为研究对象,开展了为期12周的实验。实验期间两个班均由同一位老师授课,使用相同的教学材料,但在实验班采取以POA理论为指导的写作教学法,而控制班采取过程教学法。数据来源于写作测试、文本分析、问卷调查、课堂观察和访谈。

本文是一篇英语教学法论文,本文在定性和定量研究的基础上,作者对教学实验进行了分析,并对教学效果进行了反思,总结了将POA更有效地应用于英语写作教学的一些启示。基于POA理论体系,作者设计了一种将POA应用于初中英语实践写作教学的教学模式。
CHAPTER ONE INTRODUCTION

1.1 Research Background

Writing teaching plays a more significant part in second language, and writing competence becomes more critical in the global community. Nowadays, more and more researchers are dedicated to the research of second language writing, which has become an independent discipline with its theoretical system and approach. The National English Curriculum Standards (2022) list five requirements of productive skill: (1) Collecting and preparing materials according to writing requirements, drafting, revising, and completing the passage independently. (2) Writing simple instructions based on diagrams and pictures created. (3) Describing and introducing the people and events with the language learned and expressing feelings, attitudes, and opinions. (4) Using common conjunctions to express sequential and logical relationships, link information, and achieve coherent meaning. (5) Making proper self-correction, using appropriate words, and communicating appropriately and effectively. 
The NECS criteria, however, are vastly different from how writing is now taught. The following problems are prevalent in today’s writing instruction:  

Firstly, there are existing problems in writing instruction. Many teachers are unclear about the goals of writing teaching and frequently see writing as a way to reinforce recently learned language. Oftentimes, teachers assign students a topic, a list of requirements, and a time limit. Such writing lacks real communication with a targeted audience, resulting in empty content and poor language. Additionally, teachers do not provide sufficient guidance before writing, including the content, targeted language and structure. As a result, students are confused about what to write and even feel anxious. Moreover, teachers neglect the cultivation of students’ thinking capacity seriously. Teachers do not thoroughly guide students to think about the content and expression of writing and provide little chance for students to use language. 
1.2 Significance of the Study

Firstly, the theoretical significance. Up to now, most related studies have clustered in university, higher vocational school, and senior high school. However, there are limited studies in junior high school, especially in terms of English practical writing teaching. The aim of this study is to test whether POA can improve students’ English practical writing ability as well as improve positive affective experience. Therefore, this study complements and expands on previous existing studies.

Secondly, the practical significance. Students can be exposed to novel teaching approaches, stimulate their thinking, and receive timely guidance in content, language, and structure before writing, which can improve their writing ability, and improve their positive affective experience. Moreover, it offers teachers an efficient approach to instruction, discovers the problems they encountered in using this approach, offers pertinent teaching suggestions, and provides teachers with reference and enlightenment in adopting this approach. Lastly, the POA system is still being complemented and revised. Most researchers are limited to the illustration of the theory or the present论文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。

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