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本文通过测试、问卷调查和访谈等方法，分析了应用多媒体课件对学生写作能力和写作动机的影响。综上所述，本研究的主要发现如下：（1） 多元文化教学法能在一定程度上提高学生的写作水平，实验数据表明，在多语言环境下，学生的写作水平有了很大的提高，取得了较高的成绩。也就是说，他们的写作能力通过体验MP课程得到了提高。

Chapter One Introduction

1.1 Research Background

English writing, in junior high school, is consistently taught using formulas andmodel examples as if to suggest that adherence to external form and organizationalstructures is somehow synonymous with good writing. It also seems to neglect theneed for student ownership in the writing process. This leads to a very problematicsituation where classroom writing is: (1) generally divorced from situated practice,and (2) governed by universal standards and prescriptive structures rather than socialrealities. This situation makes most of the students not only lose interests andconfidence but also feel anxious while writing in English, which can hardly improvetheir writing abilities.

Another problem is that in traditional writing lessons students are only asked toread and write in page-bound, official, standard forms of the language (Cope &Kalantzis 2000). However, as the technology has transformed the social interactionand educational practice, the definition for writing is shifting from composing solelywritten text to constructing meanings by using multimodal resources such as image,sound, and other forms of communication. Learners of today as digital native need todevelop their knowledge and experiences toward the new emerging technologiesadapted to their writing activities. Likewise, the educators need to prepare theirlearners for the new writing practices embedded in their teaching in the classroom.

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1.2 Purpose and Significance of the Research

This study has its practical significance for meeting the requirements of the CoreLiteracy of English Language Disciplines. In 2016, the overall framework of“Chinese students’ development of core literacy” was officially released (Li 2017),marking that China’s future-oriented and international-oriented reform of compulsory education has sounded the trumpet. As for the English discipline, the core literacyincludes four components: linguistic ability, thinking ability, cultural character andlearning ability. In traditional English writing class, teachers pay more attention tocultivating students’ linguistic ability but ignore the other three abilities. Therefore,new demands have been put forward for language learners and the traditional writingpedagogy should be upgraded associated with information and multimediatechnologies. Multiliteracies plays a role in developing the students’ skills in learningand thinking. This study rises out the need for an awareness of cultural and criticalliteracy practices, emergent technologies and writing practices within the rapidlyevolving social and global environment.

Although it is important for learners to understand a range of multimedia texts inorder to participate in today’s society, such a shift in terms of curriculum andpedagogy cannot be justified unless it will lead to improved learning. Several studiesof multiliteracies have promoted positive outcomes (Sewell & Denton 2011; Walsh2010; Warner et al. 2019; Cloonan 2010; Rajendram 2015). However, to date, littlework has been done on the integration of Multiliteracies Pedagogy into writingteaching in English L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。