笔头精致复述策略对于提高高中生英语写作水平的有效性研究-刘小燕.docx

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1、分类号 : 硕 士 学 位 论 文 A Study on the Effectiveness of Written Elaborative Rehearsal Strategy on Improving English Writing Proficiency T l t l e : of Senior High School Students 笔头精致复述策略对于提高高中生英 题目： 语写作水平的有效性研究 学科、专业： 学科教学（英语 ) 研 宄 方 向 ： _ 基础教育 作 者 姓 名 ： _ 刘小燕 导师及职称： _ 许炳坤副教授 论文提交日期： _ 2016 年 5 月 授予学位日期：

2、 安徽师范大学学位评定委员会办公室 万方数据 学 位 论 文 独 创 性 声 明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研 究成果，与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的 说明并表示谢意，除了文中特别加以标注和致谢的地方外，论文中不包含其他人 已经发表或撰写过的研究成果。 学位论文作者签名： 签字日期： 年月 日 学 位 论 文 版 权 使 用 授 权 书 本学位论文作者完全了解 安徽师范大学 有关保留、使用学位论文的规 定：学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许 论文被查阅和借阅。本人授权 安徽师范大学 可以将学位论

3、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、缩印或扫描等复制手段保存、汇 编学位论文。保密的学位论文在解密后适用本授权书。 学位论文作者签名： 签字日期： 年月日 学位 论文作者获 学位后去向： 工作单位： 通讯地址： 导师签名： 签字日期： 年月日 电话： 邮编： 万方数据 A Study on the Effectiveness of Written Elaborative Rehearsal Strategy on Improving English Writing Proficiency of Senior High School Students 刘 小 燕 安徽师范大

4、学硕士学位论文 二 _ 六 年 五 月 万方数据 本论文经答辩委员会全体委员审查，确认符合安徽师范大 学硕士学位论文质量要求。 答辩委员会签名： 主席 ：（ 工作单位、职称 ） 委员： 导师 : 万方数据 A Study on the Effectiveness of Written Elaborative Rehearsal Strategy on Improving English Writing Proficiency of Senior High School Students By Liu Xiaoyan Supervisor: Xu Bingkun Submitted to The

5、 School of Foreign Studies In Partial Fulfillment of the Requirements For the Degree of Master of Education in English Teaching Anhui Normal University Anhui, China May, 2016 万方数据 Acknowledgements At this special moment, I would like to express my heartfelt thanks to many people who showed great sup

6、port, encouragement and love to me in the process of writing this dissertation. First of all, Id like to offer my grateful acknowledgment to my supervisor, Professor Xu Bingkun. He has supervised all stages of the thesis writing. He provides me with the most helpful and valuable suggestions and advi

7、ce to make the thesis complete eventually. Without his insightful guidance, critical judgment and assistant encouragement, this thesis would not come to much. I also need to give my special thanks to School of Foreign Studies in Anhui Normal University, where I have studies for six years. I benefit

8、a lot from some excellent teachers working here. Their critical attitudes and self-giving spirits towards education and science leave me unforgettable influence. Secondly, Id like to give my sincere thanks to my dear classmates, specially my roommates. Every time I have difficulties in my thesis, I

9、can discuss with them. And they are always patient to me and offer me meaningful and valuable suggestions which bring great help to my thesis. Last but not least, I am deeply indebted to my families. My parents are always my strongest support both mentally and materially. My dear elder sister takes

10、good care of my parents and gives me enough space and time to write the thesis. They are the most important people in my life and they give me the greatest motivation to work hard and to be better. I 万方数据 Abstract Written elaborative rehearsal strategy is a combination of elaborative rehearsal theor

11、y and comprehensible input and output theory. Its an English writing strategy. Many studies have been conducted to find out how to improve writing so far, while there is still a lot of work to do to promote English writing ability of senior high school students. Based on previous studies, the author

12、 pays attention to learners language comprehensible input and output and applies written elaborative rehearsal strategy to English text teaching on the basis of rules of memory model and information processing theory. Through the application of written elaborative rehearsal strategy, students are re

13、quired to rehearse elaboratively what they have learned. It is expected that students can improve their sensitivity of the structure, language and topics of the text. This experiment cannot only make good use of reading materials in the textbooks successfully, but improve the level of students langu

14、age output and at the same time achieve the goal of “learn to write” and “write to learn”. Through the experiment, the author hopes to verify the following three research questions: (1) Can written elaborative rehearsal strategy improve writing level of high school students? (2) If written elaborati

15、ve rehearsal strategy can improve their writing level, what effect does it have on structure, content and language? (3) Can written elaborative rehearsal strategy reduce students anxiety in writing? What are the students attitudes towards this strategy? The subjects in the research are 72 students i

16、n two parallel classes in Anhui Yuexi Middle School. The two classes are chosen randomly. One is the experimental class and the other is the control class. In the experimental class, written elaborative rehearsal strategy is applied. While in the control class, traditional writing method is provided

17、. In the process of the experiment, a pre-test is designed to prove that students in the two classes are at the same level of English proficiency; a post-test is used to test the efficiency of the strategy. Meanwhile, two questionnaires are applied ii 万方数据 to know students current situation of writi

18、ng and their attitudes toward the strategy respectively. All of the data collected in the experiment is analyzed by SPSS19. According to the results, the application of written elaborative rehearsal strategy can actually improve students writing proficiency. Results of the post-test show that studen

19、ts in the experimental class make significant progress in writing. In addition, the training of this strategy has effective impact on structure and content, while it doesnt have so much significant efficiency on language. Students in the experimental class are better at designing the structure and e

20、nriching the content. However, correctness and variety of language is not improved significantly after the experiment. Last, the strategy can effectively reduce students writing anxiety and it is deeply acceptable and liked by the students. Based on the findings, some pedagogical implications are su

21、ggested, and some suggestions for future research are presented. Key words: written elaborative rehearsal; English writing; senior high school students III 万方数据 摘要 笔头精致复述策略将记忆加工理论中精致复述的理论以及二语习得中可理 解性输入和输出理论相结合，是一种英文写作策略。至今己有大量研究探索怎样 提高写作，然而到目前为止，提高高中生写作水平的工作依然还有很多。结合前 人研究，笔者根据记忆模式以及信息加工的规律，从学生语言输入和输

22、出效果上 下功夫，将笔头精致复述策略运用到英语课文教学中。通过笔头精致复述策略的 运用，学生要对所给材料进行精细处理加工。该方法的预期效果是提高学生对所 学课文的结构、语言以及主题的敏感度。该实验不但能够很好地利用学生的教材， 而且能实现学生 “学中写 ”和 “写中学 ”。通过实验，笔者期望能够验证以下三 个研究问题： (1) 笔头精致复述策略能否提高高中生的写作水平？ (2) 笔头精致复述策略如果能够提高高中生写作水平，那么该策略对写作 中的结构、内容以及语言产生怎样的影响？ (3) 笔头精致复述策略的运用能否减少学生对于写作的焦虑？学生对于该 策略的态度如何？ 该研究所选取的对象为安徽省岳

23、西中学高二两个平行班的 72 名学生。这两 个班级由随机方法选取。其中一个班为实验班，一个班为控制班。在实验班，进 行笔头精致复述策略教学；在控制班，进行传统写作教学。实验过程中，笔者通 过前测得出两个班的英语水平相当，通过后测检验笔头精致复述策略的有效性， 通过两张问卷调查分别了解学生英语写作的现状以及 学生对该策略的态度。笔者 采用 SPSS19 对收集的数据进行统计和分析。 结果发现，笔头精致复述策略的运用，能够切实提高学生的英语写作水平， 后测结果显示，实验班学生的写作水平得到明显提高。该策略的使用，在文章的 内容和结构上起到积极效果，对语言的促进作用不明显。实验班学生更善于谋篇 布局

24、，文章内容更显充实，然而语言正确性和多样性并没有得到很大提高。该策 略能够有效减轻学生的写作焦虑，深受学生的认可与喜爱。基于以上研究发现， 笔者得出几点教学启示，同时对今后研究方向提出建议。 关键词：笔头精致复述；英语与作；高中生 IV 万方数据 List of Tables and Figures Table 3.1 Rehearsing Materials from the Textbook . 14 Table 3.2 General Ways ofRehearsing According to Different Types ofTexts . 19 Table 4.1 Indepen

25、dent Samples Test ofTotal Point . 25 Table 4.2 Paired Samples Test in the Control Class . 29 Table 4.3 Paired Samples Test in the Experiment Class . 31 Table 4.4 Results of the Questionnaire about Students5 Writing Situation . 33 Table 4.5 Results of the First Part of Questionnaire about Efficiency

26、ofWER . 35 Table 4.6 Results of the Second Part of Questionnaire about Efficiency ofWER . 36 Figure 3.1 ADiagrammatic Representation of the Present Study . 16 Figure 3-2ADiagrammatic Process of the Implementation ofWER Strategy . 18 Figure 4.1 Mean Score of the Pre-test and the Post-test . 24 Figure 4.2 Mean Score of the Control Class . 28 Figure 4.3 Mean Score of the Experiment Class . 30 V 万方数据