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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-09编辑:lgg点击率:4960
论文字数:38450论文编号:org201308091112153755语种:英语 English地区:中国价格:$ 66
摘要:Krashen的和Swain提出的可理解的输入和输出假设,本文给出了一个初步探索的方法写阅读后检讨有关阅读和写作的研究,并在我校进行了实证研究。
1.2 Objective of the research
Wang Lifei (2005) points out FLT researchers from non-English speaking countries donot focus their attention on the study relating to L2 writing. The present researches on L2writing are tended to select the students from senior high schools and colleges seldom fromjunior middle schools as their objects. Therefore, the author of the thesis makes a great pointof undertaking researches on the effective and efficient L2 writing instruction extensively injunior middle schools as effective and efficient teaching approaches play a vital role inpromoting the writing performance and acquiring ideal teaching objectives. To realize theabove teaching objectives, one possible and feasible solution is to increase their linguisticinput by strengthening their practice English learning, especially by strengthen readingpractice as much as possible in a way of integrating reading with writing. It is no any slightest doubt that reading and writing are so interdependent that nobody can expect to become a goodwriter without being a good reader.
Chapter 2 Literature Review
The author focuses on two aspects in this literature review. The first is about the writinginstruction researches in the past decades, and try to lend some support to the present study,thus find out some advantages and disadvantages of the relevant writing approaches andexplore new approach to improve the developmental features of English writing proficiencyto junior high school students by integrating English reading with writing. The second one isintroducing the research about reading-to-write, and attempts to explore the relationshipbetween English reading and writing proficiency, the developmental features of Englishwriting proficiency, and tries to explore the factors affecting the developmental features ofwriting proficiency to junior high school students by integrating reading with writing.
2.1 Researches on Writing Instruction
Writing is an important activity in the academic context; it is a continual process ofsearching the most effective expressions to communicate. Xiao Fushou helps us get a betterunderstanding of writing in his book about English composition pedagogy. I really approve ofhis viewpoints that that writing is an art, an active, creative and recursive process, which iscontext-based and usually reader-oriented and focuses on communication during the processof writing. Students will have to know and apply all their knowledge and skills while writing.In the past few decades, researchers in the Western countries have done a lot of researchwork in teaching writing and have formed a series of approaches and theories, such as theexpressive, mimetic, process-based approach, genre approach and so on. There have been fourmajor instructional approaches to EFL writing since 1945: the product-focused approach, theprocess approach, the genre approach and the process-genre approach. But process andproduct approaches have dominated much of the teaching of writing.
Chapter Three Theoretical Support.......... 28-41
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