esa写作教学模式在高中英语教学中的实验研究-徐晶.docx

《esa写作教学模式在高中英语教学中的实验研究-徐晶.docx》由会员分享，可在线阅读，更多相关《esa写作教学模式在高中英语教学中的实验研究-徐晶.docx（78页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、 中 图 分 类 号 ：_ G4_ UDC： 800 密级： 公开 学校代码： 10094 硕士学位论文 (学历教硕） An Experimental Study of ESA Writing Teaching Model in Senior High School English Teaching ESA写作教学模式在高中英语教学中 的实验研究 研 究 生 姓 名 ： 徐 晶 指导教师 ： 唐 丽 萍 教 授 学科专业 ： 学 科 教 学 英 语 研究方 向 ： 英 语 教 学 论文开题日期： 2015 年 6 月 4 日 An Experimental Study of ESA Writi

2、ng Teaching Model In Senior High School English Teaching Xu Jing Supervisor: Tang Liping Specialty: English Education Research Direction: English teaching A Thesis Submitted to Foreign Language College in Partial Fulfillment Of the Requirements For the Degree of Master of Education At Hebei Normal U

3、niversity By May, 2016 学位论文原创性声明 本人所提交的学位论文 ESA 写作教学模式在高中英语教学中的实验研宄，是在导 师的指导下，独立进行研究工作所取得的原创性成果。除文中已经注明引用的内容外， 本论文不包含任何其他个人或集体己经发表或撰写过的研宄成果。对本文的研究做出重 要贡献的个人和集体，均已在文中标明。 本声明的法律后果由本人承担。 本学位论文作者完全了解河北师范大学有权保留并向国家有关部门或机构送交学 位论文的复印件和磁盘，允许论文被查阅和借阅。本人授权河北师范大学可以将学位论 文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印 或其它复制手段保 存

4、、汇编学位论文。 (保密的学位论文在 _ 年解密后适用本授权书） 论文作者（签名 ）： #89 年月 曰 学位论文版权使用授权书 论文作者（签名 年 /月 /曰 Abstract Writing is a creative output metal process, which reflects objective things, expresses thoughts and feelings, delivers knowledge information by language symbols. Since the beginning of the 20th century, from th

5、e initial attention on product approach to emphasis on process approach in English writing teaching, it has shown us that researches on how to learn English, rather than how to teach English, are becoming more and more popular among scholars and researchers (Ellis, 1994). Learners9 participation, mo

6、tivation, as well as their autonomy in the writing process are the vital points to ensure efficient writing classroom. However, there are some problems exist in current English writing teaching in high school, such as low interest and passive writing motivation, inefficiency in English writing class

7、room, their low writing level and so on. Therefore, adopting effective writing teaching methods and building efficient teaching models in high school seem particularly necessary. In 1998, combined with the language input and output hypothesis, the famous British linguist Harmer put forward the ESA t

8、heory. ESA teaching model is based on the language input and output hypothesis, which attaches equal importance to the writing process input and writing product output. This teaching model is able to provide high school students with authentic context to cause their desire for knowledge, and help th

9、em to choose useful information to improve their writing level and cultivate their creative thinking. This is what we need to in English writing. This study bases on the author educational teaching practice in a high school in Hebei province. It contains students in two parallel classes which are ta

10、ught by the author. Questionnaire and writing tests are the research instruments. The research questions are as follows: 1. Does ESA teaching model improve senior students9 English writing motivation? 2. Is ESA teaching model more effective in improving senior students9 writing level? First of all,

11、based on the previous writing motivation questionnaires, questionnaires were sent to students from 2 classes in senior one to make a comprehensive understanding of high school students5 writing motivation whether had a great improvement and students5 attitudes to the implement of ESA writing teachin

12、g model. Then the author chose one class as the experimental class, another as the control class. A four-month educational experiment under the guidance of ESA teaching model was carried out in the experimental class. Data were collected and analyzed scientifically by means of statistic software SPS

13、S. 13.0. Students9 writing scores in the experimental class and the control class were statistically analyzed and compared with each other before and after the tests. After a semester of study, the research findings indicated that students could actively participate, experience the process of knowle

14、dge construction in English writing classroom under the guidance of the ESA teaching model. In addition, the author also pointed out the shortcomings existing in this research and some of her own opinions for the fiiture further researches. KeyWords: ESA teaching model; high school English writing;

15、writing motivation n 摘要 写作是以语言符号为媒介来反映客观事物、表达思想感情、传递知识信息的创造性 脑力输出过程。自 20 世纪初，对英语写作教学的研究，由最初重视写作结果转移到注 重写作过程的研究，这表明了英语教学的重心由研究教师如何教到研宄学习者如何学 (Ellis, 1994)。学习者在写作过程中的参与度、动机程度、以及自主性程度是保证高效 学习的关键。而当前高中英语写作中存在着大多数学生写作动机来自高考的压力，被动 写作；课堂写作效率低下，写作水平有待提高等问题。因而，采用有效的写作教学方法 和构建高效写作教学模式也显得尤为必要。 1998 年，英国著名语言学家

16、Harmer 结合语言输入输出假说，提出了著名了 ESA 理论。 ESA 教学模式是以语言输入和输出理论为基础，既重视写作过程输入，又不忽视写作结 果输出的教学模式。该模式能够给提供真实语境、快速引起学生求知欲，可以帮助高中 生 提高理解力，培养学生的培养创造性思维，而这些正是我们写作所需要的。 本研究通过对作者所在实习学校河北省某校髙一年级两个平行班的学生进行问卷 调查和教学实验。研宄问题如下： 1. ESA 教学模式能否提高高中生英语写作动机？ 2. ESA 教学模式能否有效提高高中生英语写作水平？ 首先对高一年级两个平行班的学生发放问卷，前后测问卷数据分析了 ESA 教学模式 能否提高高

17、中生英语写作动机，并通过后测问卷分析，了解实验班同学对 ESA 教学模式 实施的态度如何。然后以作者所教两个平行班为实验对象，一个为实验班，一个为控制 班。对实验班 进行一个学期的 ESA 模式指导下的写作教学，之后利用 SPSS13.0 录入学 生的成绩，并进行统计学分析，对两个班在全年级的统一测试中的前后写作成绩进行了 对比，主要分析并回答了第二个研宄问题。 经过一个学期的实验，结果表明 ESA 教学模式激发了学生的写作动机，学生能够积 极主动的参与到课堂的写作教学中，体验知识建构的过程，提高自己的写作成绩及水平。 此外，作者还指出了研究中存在的不足和自己的一些见解，对将来更深入的研究具有

18、较 大的借鉴意义。 关键词： ESA 教学模式；高中英语写作；写作动机 Contents Abstract . I 胃 . m Chapter 1 Introduction . 1 1.1 Research background . 1 1.2 Research purpose. . . 4 1.3 Research significance . . . 4 1.4 Research organization . . . . . 7 Chapter 2 Literature Review . . 8 2.1 Previous studies on writing teaching model

19、at home andabroad . 8 2.1.1 Teaching model based on the product-oriented writing approach . 8 2.1.2 Teaching model based on the process-oriented writing approach . 10 2.L3 The PPP writing teaching model . 12 2.2 Previous studies on ESA teaching model in English teaching . 13 2.2.1 Studies on ESA tea

20、ching model abroad . 13 2.2.2 Studies on ESA teaching model at home . . 16 2.3 The ESA writing teaching model . . . . . 18 2.3.1 Teaching procedures of ESA teaching model . 19 2.3.2 Significant features of ESA teaching model . 21 2.4 Theoretical framework . 23 2.4.1 The ESA theory . 23 2.4.2 The inp

21、ut hypothesis . 24 2.4.3 The output hypothesis . 26 Chapter 3 Research Design . 28 3.1 Research plan . 28 3.2 Research questions . 29 3.3 Research subjects . 30 3.4 Research instruments . 31 3.4.1 Questionnaires . 31 3.4.2 Writing tests . 32 3.5 Research procedures . . . . . .33 3.5.1 Experimental s

22、tages . 33 3.5.2 Traditional writing teaching model in the control class . 34 3.5.3 ESA writing teaching model in the experimental class . . 36 3.6 Data collection . . . . 38 3.6.1 Students motivation toward English writing teaching andlearning by questionnaires . 38 3.6.2 Students9 writing achievem

23、ents in the pre-test and post-test . 39 3.7 Data analysis . 39 Chapter 4 Results and Discussions . 40 4.1 Effects of ESA model on students motivation in English writing .40 4.1.1 Students9 motivation in English writing before the experiment . 40 4.1.2 Students9 motivation in English writing after th

24、e experiment . 42 4.L3 Discussion . 44 42 Effects of ESA model on students9 English writing level.45 4.2.1 Comparison of the experimental class and the control class in pre-test . 45 4.2.2 Comparison of the control class in pre-test and post-test . 45 4.23 Comparison of the experimental class in pre

25、-test and post-test . . 46 4.2.4 Comparison of the experimental class and the control class in post-test . 47 4.2.5 Discussion . 47 4.3 Students5 attitudes toward the implement of ESA model . 49 Chapter 5 Conclusion . 51 5.1 Major findings. 51 5.2 Major contributions . 52 53 Major limitations and fu

26、rther directions . . . 53 Bibliography . .55 Appendix I The pre-experimental questionnaire . 59 Appendix II The post-experimental questionnaire . 60 Appendix III 2015 年普通高考评卷英语作文评分标准 . 61 Appendix IV Writing papers of the pre-test and post-test . 62 Appendix V普通高中英语课程标准（实验稿 )写作技能目标 . 63 Appendix VI

27、Test scores of the pre-test and post-test . 64 Appendix VII Samples of students writing compositions in EC . 65 Acknowledgements . 68 Chapter 1 Introduction 1.1 Research background New English Curriculum Standards for Senior High School in 2013 (hereinafter referred to as the New Curriculum Standard

28、s) pointed out that students9 ability of foreign language should be further improved as the rapid development and stable economic construction in current society. Foreign language education in high school is crucial to cultivating citizens9 foreign language quality， for it should meet the demand of

29、the students mental and emotional attitudes development, as well as should be beneficial for high school graduates5 employment, further study and needs for survival. At the same time, the high school education should meet the needs of national economic construction, science and technology developmen

30、t and the demand for talent training. Therefore, cultural and social significance for foreign language education in high school are noticeable. As New English Curriculum Standards goes, the overall goals of English course in high school are to let the students have a clear conscious about English le

31、arning during the compulsory education stage, cultivate their autonomous learning and cooperative learning ability, form effective English learning strategies, cultivate their listening, speaking, reading and writing ability comprehensively. Besides, the importance of English writing and reading are

32、 put a special emphasis when using language comprehensively. When it comes to goals of English writing skills in high school， students writing level should be up to the sixth level at least. In other words, students with the sixth level (see appendix V) can exchange information and express themselve

33、s with the appropriate format of writing letters. Students with the ninth level are able to expound their views and others9 opinions with right styles and accurate wording. It reflects the flexibility, interactivity and comprehensibility of English writing. Based on the questionnaire survey and reading literatures about the present situation of English writing teaching, both the quantity and quality of writing practice are not enough in daily life. Problems of English writing teaching in high school mainly displayed in the following aspects: l