过程写作法在初中英语教学中的实验研究 [5]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-03-11编辑:lgg点击率:7556
论文字数:38569论文编号:org201703091747561496语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文英语写作教学过程写作法写作能力
摘要:本文是初中英语教学论文,通过对本实验所收集的资料和数据进行分析,笔者发现,过程写作法确实能够提高初中生的英语写作兴趣和动机,并且有助于提高他们的英语写作水平。在某种程度上可以说,过程写作法是提高初中生英语写作能力的好方法。
author conducted pre-questionnaire and post-questionnaire and then analyzed the results of them. When answering the questionnaire, the subjects are required to answer and choose carefully according to their own situation and true feelings to ensure the effectiveness. The followings are the results of analysis. The table shows that students’ attitudes and motivation to English writing does change a lot, which proves that the process writing approach has positive effect on English writing. For item 1, 34% students like writing English compositions before the experiment, and about 69% of them like writing after the experiment. For item 2, 68% feel nervous before writing before the experiment, while the percentage decreases to 23% after the experiment. About item 3, 27% of the students think English writing is interesting rather than a burden, and it increases to 45% after adopting the process writing approach. For item 4, only 30% of the students have confidence in writing; while 57% are confident in writing after the experiment. For item 5, only 31% of students are willing to finish the English writing carefully; while after the experiment it increases to 63%. For item 6, 29% of the students can express themselves in English, and it reaches 46% through process writing approach. As for item 7, 49% of all the students agree that the writing is just to finish the task, rather than from their interests; while it decreases to about 24% after the experiment. For the item 8, more than 60% of students thought English writing is difficult, and it becomes 29% through the experiment.
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Conclusion
In this chapter, a conclusion is drawn from the previous data analysis and discussion. The major findings, contributions, limitations of the experiment and further directions will be presented respectively in the following sections. Through the experiment which lasted about four months, some meaningful discoveries have been found. Firstly, compared with product writing approach, process writing approach can further improve students’ interest in writing, especially in pre-writing stage. Adopting process writing approach, writing is no longer to complete the tasks assigned by the teacher, but to create writing works according to the topics or writing materials and to participate in the writing activity actively. The questionnaires results show that the students in experimental class are more c
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