参考英文 输入输出一体化的高中英语写作教学模式的实证研究_肖莹.docx

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1、 学位论文独创性声明 本人承诺：所呈交的学位论文是本人在导师指导下所取得的研宄成果。论文中除特 别加以标注和致谢的地方外，不包含他人和其他机构已经撰写或发表过的研宄成果，其 他同志的研宄成果对本人的启示和所提供的帮助，均己在论文中做了明确的声明并表示 谢意。 学位论文作者签名 : 学位论文版权的使用授权书 本学位论文作者完全了解辽宁师范大学有关保留、使用学位论文的规定，及学校有 权保留并向国家有关部门或机构送交复印件或磁盘，允许论文被查阅和借阅。本文授权 辽宁师范大学，可以将学位论文的全部或部分内容编入有关数据库并进行检索，可以采 用影印、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子文

2、档的内容和纸质 论文的内容相一致。 保密的学位论文在解密后使用本授权书。 学位论文作者签名 : 指导教师签名 : 签名日期： 年 月 乂 日 A Study on the Teaching Mode of Input and Output Integration in Senior High School English Writing XiaoYing A Thesis Submitted in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS School of Foreign Language

3、s LIAONING NORMAL UNIVERSITY 2015 辽宁师范大学硕士学位论文 摘要 随着素质教育和新课程改革的推进，新英语课程标准对高中生的写作能力提出 了更高且更为具体的要求，且近几年英语高考作文题也加大了对学生的写作能力的考察 力度，因此，写作教学成为了高中英语教学中的要点与难点。但是，在目前的高中英语 教学中，写作教学没有受到应有的重视，英语写作成为了阻碍学生提高英语学习水平的 瓶颈。本文旨在通过构建出输入输出一体化的英语写作教学新模式来提高 学生的英语写 作能力。 20 世纪 80 年代初期，美国语言学家克拉申提出了输入理论，强调语言习得是通过 获得大量的可理解性输入而

4、产生的，这一理论对二语习得产生了重要的影响。随后，斯 温在输入理论基础上发现其不足之处，对输入理论进行了补充，提出了输出理论。她认 为语言输出可以强化对语言输入材料的注意，提高语言的流利程度。因此，在语言习得 过程中，输入和输出同样重要。 笔者以辽宁省大连市某一高中一年级 5 班和 6 班为实验对象，并结合问卷调查和测 试的方法，进行了为期 16 周的实证研宄。问卷调查旨在了解学生们的写作兴趣、动 机、 态度以及在写作过程中所存在的问题。在实验过程中，实验班的写作课堂采用输入输出 一体化的新教学模式，而控制班的写作课堂仍使用传统教学模式。最后，借助于配对样 本 T 检验和独立样本 T 检验，对

5、实验班和控制班的前测和后测成绩进行对比分析。 研究结果表明输入输出一体化的新教学模式能够改善学生的写作兴趣和动机，并且 能够提高学生的写作水平。在实验结束后，实验班 90%的学生对写作产生浓厚的兴趣， 不再惧怕写作，在写作过程中充满信心。 关键词 ：输入理论；输出理论；高中英语；写作教学 A Study on the Teaching Mode of Input and Output Integration in Senior High School English Writing A Study on the Teaching Mode of Input and Output Integra

6、tion in Senior High School English Writing Abstract With the boosting of quality education and new curriculum reform, the new English curriculum standard puts forward higher and more specific requirements for writing ability of students in senior high school. Moreover, the college entrance examinati

7、on about English written expression also intensifies the investigation about the students5 writing competence in recent years. Therefore, writing teaching has become the key points and difficult points in senior high school English teaching. But in the current high school English teaching, writing t

8、eaching has not gotten as much as attention as it should. And English writing becomes the bottleneck that hinders students from improving the level of English learning. This thesis aims to build a new teaching mode of English writing with integration of input and output to improve students? English

9、writing ability. In the early 1980s, Krashen, American linguist, proposed the input hypothesis, emphasizing language acquisition is generated by getting a lot of comprehensible input. This theory has important impact on second language acquisition. Subsequently, based on the input hypothesis, Swain

10、found the inadequacy of the input hypothesis and put forwards output hypothesis as a complement to input hypothesis. She believed that language output can strengthen the attention to language input materials, and improve language fluency. Therefore, in the process of language acquisition, the input

11、and the output are equally important. The author implemented a 16-week empirical research taking students in Class 5 and Class 6 in grade one from a senior high school in Dalian, Liaoning province as the research subjects, with combination of questionnaire and test method. Questionnaire aims to know

12、 the students5 writing interest, motivation and attitude, and existing problems in the process of writing. In the process of experiment, the experimental class of adopts the new teaching mode with the integration of input and output in writing class, and the control class still use the traditional t

13、eaching mode in writing class. At last, with the help of Paired-sample T test and Independent-sample T test, we make the contrastive analysis of the pre-test and the post-test results from the experimental class and the control class. The results show that the new model is more eflfective to improve

14、 students5 writing interest and motivation, increase their writing level. At the end of the experiment, 90% students in experimental classes have taken a great interest in writing, and no longer fear to write in English. They are full of confidence in the writing process now. Keywords： The input the

15、ory; The output theory; Senior high school English; Writing teaching A Study on the Teaching Mode of Input and Output Integration in Senior High School English Writing Table of Contents 触 . I Abstract . II Chapter 1 Introduction . 1 1.1 Research Background . 1 1.2 Significance of the Study . 3 1.3 P

16、urpose of the Study . 3 1.4 Structure of the Thesis . 4 Chapter 2 Literature Review . 5 2.1 Input Hypothesis . 5 2.1.1 Krashens Input Hypothesis . 5 2.1.2 The Conception of the Input Hypothesis . 5 2.1.3 Relevant Studies Concerning Input Hypothesis at Abroad . 6 2.1.4 Relevant Studies Concerning Inp

17、ut Hypothesis at Home . 7 2.2 Output Hypothesis . 8 2.2.1 Swains Output Hypothesis . 9 2.2.2 Output Hypothesis? Four Functions . 9 2.2.3 Relevant Studies Concerning Output Hypothesis at Abroad . 10 2.2.4 Relevant Studies Concerning Output Hypothesis at Home . 11 2.3 The Relationship between Input an

18、d Output . 12 2.4 The Relationship within Input, Outputand Writing . 13 2.4.1 The Relationship between Input and Writing . 13 2.4.2 The Relationship between Output and Writing . 14 2.5 The Present Research on Writing Teaching . 14 Chapter 3 Research Methodology . 16 3.1 Research Questions . 17 3.2 S

19、ubjects . 17 3.3 Instruments . 17 3.4 Research Procedures . 18 3.4.1 Questionnaire before the Experiment and Pre-test . 18 3.4.2 The New Model in Experimental Group . 18 3.4.3 The Traditional Model in Control Group . 24 3.4.4 Questionnaire after the Experiment and Post-test . 24 3.5 Data Collection.

20、 24 Chapter 4 Data Analysis andDiscussion . 26 4.1 Data Analysis of the Questionnaires . 26 4.2 Data Analysis of the Tests . 27 4.2.1 Data Analysis of the Pre-test . 28 4.2.2 Data Analysis of the Post-test . 29 4.2.2.1 Paired Samples T-test . 29 4.2.2.2 Independent Sample T-test . 31 4.3 Discussion

21、. 32 IV 辽宁师范大学硕士学位论文 Chapter 5 Conclusion . 35 5.1 Major Findings . 35 5.2 Implications for English Writing Teaching . 35 5.3 Limitations of the Research . 37 5.4 Suggestions for Further Research. 37 References . 38 Appendix A Questionnaire . 41 Appendix B Scoring Criteria . 43 Appendix C Pre-test .

22、 45 Appendix D Post-test. 46 Appendix E Listening Material . 46 Appendix F Reading Material . 49 Acknowledgments . 52 v 辽宁师范大学硕士学位论文 Chapter 1 Introduction This chapter introduces the research background in brief, discussing the current situation in senior high school English writing, and reveals th

23、e significance and the purpose of the study, pointing out the necessity of improving English writing competence. At last, it shows the structure of the study. 1.1 Research Background With the boosting of quality education and new curriculum reform, the teaching of writing has played an important rol

24、e in senior high school English teaching. The National English Curriculum Standard of Senior High School issued in 2003 emphasizes 44focusing on improving students5 ability of obtaining and processing information, and skills of analyzing solving problem in English; cultivating students5 ability of t

25、hinking and expression in English gradually; creating the indispensable condition for students to further study and development.” It pays more and more attention to students English communicative competence. Writing is an aspect of showing communicative competence. Moreover, English writing account

26、for a large proportion in the college entrance examination. In the light of The National English Curriculum Standard it describes the target of writing skills in the language skills section, and the requirement of writing is far higher than in the past, and more specific, in order to strengthen the

27、training and improving of the students5 writing skills. It sets up four grades of writing skill for senior high school (the 6th to the 9th) and requires senior high students must reach the 7th level, which requires students can write applied article, such as, letters and notices; describe some perso

28、ns or events, and make some simple comments; fill out the form on their personal information, for example: application form; and adapt the text into a short play in small group. However, now most senior high students can reach the standard of the 7th level in China. The current effect of writing tea

29、ching and students5 writing ability are not satisfactory. Although the new conception of English curriculum and teaching has been gradually accepted and recognized by most teachers, but the main problems in students5 English writing has not been solved fundamentally. English courses cost the amount

30、of time and energy, but not gain the expected effect. This is to say, senior high schooFs English writing teaching situation is not optimistic in our country. Through the research, we found there are some serious problems in senior high English writing from students and teachers. (1) Current problem

31、s in students writing According to the survey of senior high school students5 writing, most of the students5 English writing is to deal with the test requirements, which is far apart with the new standard of English writings goals that advocate independent expression and interpersonal communication.

32、 English writing is still the weakest link. 1 A Study on the Teaching Mode of Input and Output Integration in Senior High School English Writing First, Most of the senior high school students are not willing to write something in English. They consider that writing is difficult, and I can not write

33、well, which leads them to lose interest in writing. In general, they lack initiative and confidence in the process of writing. When the teacher arranged writing task or attended English test, they have to write something. As is known to all, keeping an English diary is an effective way to improve wr

34、iting level, however, most of them found it hard to persist in. Second, the fundamental reason why students dont like writing is that the students dont know how to write and feel there is no way to start writing. Most of their compositions are devoid of sentence variety and content. The chief cause

35、resulting in this issue is that the quantity of the books on matter in Chinese or English that they have read is very limited. Hence their words, information and language knowledge is too narrow, in other words, they accept input material is inadequate. Third, students5 compositions are full of plenty of mistakes, and they can be a