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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:2024-01-19编辑:vicky点击率:290
论文字数:48566论文编号:org202401092234133549语种:英语 English地区:中国价格:$ 66
关键词:英语论文写作要求范文硕士论文范文
摘要:本文是一篇英语论文写作要求,本研究思考当前初中英语写作教学现状,以语境理论、输入以及输出理论为指导,将主题语境下“以读促写”教学方法应用于初中英语写作教学当中,旨在探索该方法是否能够提高初中生英语写作水平,以及能否改变初中生对英语写作的兴趣和态度。
Chapter Three Theoretical Foundation ....................... 22
3.1 Context Theory ............................. 22
3.2 Input Hypothesis ................................. 23
3.3 Output Hypothesis .............................. 25
Chapter Three Theoretical Foundation ................... 22
3.1 Context Theory ........................... 22
3.2 Input Hypothesis ............................... 23
3.3 Output Hypothesis ........................... 25
Chapter Five Results and Discussion ..................... 50
5.1 Results and Analysis of Writing Tests ...................... 50
5.1.1 Results and analysis of pre-test .......................... 50
5.1.2 Results and analysis of post-test ........................ 52
Chapter Five Results and Discussion
5.1 Results and Analysis of Writing Tests
This section mainly discusses in detail the effects of the reading-to-write teaching approach based on thematic context in junior high school English writing instruction. It mainly includes the statistics and analysis of independent sample T-test and paired sample T-test before and after writing.
5.1.1 Results and analysis of pre-test
In order to investigate students’ pre-experimental writing achievement and capture their writing levels, verify whether there is a significant difference between students’ writing levels in the two classes and whether they are qualified for EC and CC. Therefore, prior to the implementation of the experiment, the researcher administered a pre-test to the study participants in the EC and CC, and used the pre-test scores as an indication of the student’s writing levels. The total score for writing is 15 points, with 5 points for each of the three dimensions of language, structure, and content. After sorting out pre-test writing scores, SPSS18.0 is used to conduct a parameter statistical test by independent sample T-test.
Chapter Six Conclusion
6.1 Main Findings
Based on the research of domestic and foreign scholars on reading-to-write, this study applies the reading-to-write teaching approach based on thematic context to junior high school English writing instruction. After 12 weeks of teaching practice, the aim is to answer two research questions: (1) What are the effects of the reading-to-write teaching approach based on thematic context in improving junior high school students’ English writing proficiency? (2) What is the impact of the reading-to-write teaching approach based on thematic context on junior high school students’ English writing interest and attitude? Based on the information and data collected from tests, questionnaires, and interviews, the researcher draws the following main conclusions:
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