本文是一篇英语论文，基于语篇衔接理论，高中英语读写教学可以显著提高学生的写作能力。通过对前测和后测写作成绩的分析，可以看出学生写作能力的变化。实验前，EC和CC的学生的写作水平几乎相同。然后，经过四个月的实验，两个班的学生在写作方面都取得了进步，EC的提高远远大于CC，这证明基于衔接理论的读写教学优于传统的读写教育。
CHAPTER ONE INTRODUCTION
1.1 Research Background
As a kind of language output, writing can fully reflect the language competence, pragmatic competence, organizational competence and logical thinking competence of language learners. Writing also measures the accuracy, fluency, and appropriateness of a writer’s use of language. Since the reform of the college entrance examination, writing on the new English exam has added an extra composition, and the score of writing has increased from the original 25 points to 40 points, which shows that students’ writing ability is attached greater importance, and the importance of writing teaching is self-evident. Based on previous research on the integration of reading and writing, many scholars have made practical improvements and explored new writing teaching methods in recent years. A great number of studies at home and abroad have demonstrated that teaching which integrates reading and writing can successfully improve students’ writing ability (Wang, 2012). Therefore, the concept of reading to promote writing has been widely promoted and implemented by front-line teachers, and the new People’s Education Press edition of senior high school English textbooks have added the “reading for writing” part, all of which are to comprehensively improve students’ writing competence.
英语论文怎么写
According to the New English Curriculum Standard of Regular Senior High School (2020 Revision), writing teaching should not only improve students’ writing ability, but also pay attention to the fluency of sentences, the accuracy of words, the clarity of compositions and the rationality of the structure. It also requires thatstudents should be able to properly use cohesive devices in compositions, so as to improve the coherence and the structure, and develop language proficiency. The Syllabus of the National Unified Examination for Admission to General Higher Education Institutions (2019) points out that students should write in a coherent way to clearly convey meaning with given information. The cohesion and coherence of the text reflects the quality of students’ writing. In addition, the Rating Criterion of College Entrance Examination also requires that students should properly use the connecting elements between sentences to make the whole text compact and coherent. What’s more, according to the China’s Standards of English Language Ability (2018), a language learner’s ability to use cohesion knowledge is an important aspect of his or her English proficiency. Senior high school students should be able to understand and analyze the cohesive devices of discourse, and use multiple cohesive devices to organize written expressions clearly and coherently. Therefore, students should not only master the basics knowledge of grammar and vocabulary, but also acquire some knowledge of discourse cohesion.
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1.2 Research Purpose
This study attempts to improve the current reading-to-write teaching from the perspective of discourse cohesion. In the teaching experiment, the knowledge of discourse cohesion is infiltrated into the senior high school English reading-to-write teaching, hoping to make a change to the teaching method that concentrates just on vocabulary and grammar knowledge while ignoring discourse cohesion, and to provide a feasible new method for writing teaching. Firstly, this research investigates the current situation of students’ writing learning and their discourse knowledge level through a questionnaire, so as to provide reference for the later teaching experiment. Then, different teaching methods are used to verify the effects of reading-to-write teaching based on discourse cohesion on students’ writing competence and the cohesion of their compositions. This research hopes to provide an effective teaching method that can cultivate the cohesion awareness of students and help students use cohesive devices flexibly in writing, so as to assist students in writing coherent compositions and improve students’ writing competence.
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CHAPTER TWO LITERATURE REVIEW
2.1 Definition of Reading-to-write
Reading-to-write method is a teaching method which integrates reading and writing. Students are supposed to write compositions based on given reading materials. The term “reading-to-write” was first put forward by Widdowson (1978). He proposed combining reading teaching and writing teaching in class, thinking reading skills might be mastered by writing and writing skills could be learned through reading. Stein (1990) proposed “reading-to-write” hypothesis, highlighting the importance of students as the core in the classroom. Students must first read articles on perse themes and topics, and then write essays after completing related reading tasks, thereby better promoting students’ writing skills. In other words, reading-to-write is a method that provides certain input in the way of reading and improves learners’ writing level under the premise that reading and writing are mutually beneficial. Spivey (1990) stated that the essence of reading-to-write is from comprehension to interpretation. After reading relevant materials, learners can interpret the texts, describe what they have read, form their own ideas and produce output. Grabe (2002) proposed that reading and writing are two interconnected and interacting language abilities. Mckenna (2002) said that when students make progress through reading comprehension, new structures are gradually formed, and the original knowledge structure will be expanded and constructed, and new and old languages, thinking, content and structure will be applied in writing to facilitate writing achievement.
The most fundamental feature of “reading-to-write” teaching is providing students with specific reading input before they begin write. Students can acquire key writing abilities before writing by learning reading sources. Reading provides the foundation for writing, and the knowledge obtained through reading can assist students in organizing the content and structure of their writing. (Shao, 2014).
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2.2 Theoretical Foundation of Reading-to-write
The teaching practice of reading-to-write is strongly supported by input hypothesis and output hypothesis.
2.2.1 Input Hypothesis
Input Hypothesis holds that in second or foreign language learning, learners acquire language when they receive sufficient comprehensible language input and at the same time they are able to focus their attention on understanding the meaning or the message rather than on understanding the form (Krashen, 1985). This is the “i + 1” formula, where “i” denotes the learner’s current level of language, and “i + 1” denotes a level of language slightly above the learner’s current level. This “i + 1” input does not have to be given on purpose; it is delivered automatically when the learner understands the input and when enough comprehensible input is available, the learner’s language level can progress from the “i” to the “i + 1” stage.
According to Input Hypothesis, classroom language input should be comprehensible, interesting, and relevant to learners, and should give them opportunities to use the language they have learned in purposeful communicative ways. Such input will naturally lead to language acquisition. A common characteristic of successful English language learners is access to a sufficient amount of comprehensible language input; the greater the amount, the more effective the learning. Conversely, a lack of comprehensible language input may lead to poor learning. Comprehensible language input that is slightly above the learner’s learning level motivates language learners to use their acquired knowledge to comprehend the input of new knowledge and thus improves their language proficiency. It is not appropriate to input comprehensible material that is too difficultor too easy. If the comprehensible input is slightly above the student’s actual language level and can be achieved with effort, the student will easily develop a sense of accomplishment and satisfaction, and will gain confidence in further learning.
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CHAPTER THREE RESEARCH DESIGN ................................27
3.1 Research Questions .....................................27
3.2 Research Subjects ..........................................27
3.3 Research Instruments ..................................28
CHAPTER FOUR RESULTS AND DISCUSSION ...............................43
4.1 Data Analysis of Questionnaire ...................................43
4.2 Data Analysis of Pre-test in CC and EC ....................................46
4.3 Data Analysis of Post-test in CC and EC.................................47
CHAPTER FIVE CONCLUSION ..............................57
5.1 Major Findings......................................57
5.2 Implications for Teaching ...............................58
5.3 Limitations of the Research ..............................59
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Data Analysis of Questionnaire
In order to investigate the current situation of senior high school students’ writing learning and the level of their cohesion knowledge, a questionnaire is distributed to both the CC and EC students. The questionnaire is designed from four dimensions: students’ attitude towards English writing (question 1-3); students’ opinions towards the relationship between English reading and writing (question 4-8); the level of students’ cohesion knowledge (question 9-13); the situation of the teaching of cohesion by English teachers (question 14-15).
音乐论文参考
Table 4-1 shows the results of students’ choice of questions about their attitudes towards English writing. It can be seen that almost 84.9% of students have attached great significance to English writing, but still 13.21% of students don’t realize the importance of writing. Only about 1.89% of students hold the absolutely opposite view that writing in not important. However, there are only 33.02 of students who like English writing classes, which indicates that most students have little interest in English writing. The reason may be that they think English writing is difficult. More than half of students hold the view that English writing is very difficult. All the information above shows that most students have realized the importance of English writing but still some students don’t like writing class maybe because writing is difficult for them so they don’t have much interest in it.
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CHAPTER FIVE CONCLUSION
5.1 Major Findings
This research is done by the author with great care and efforts. The four-month teaching experiment finally leads to the following findings:
The current writing situation of senior high school students and their level of cohesion knowledge are known through the questionnaire survey. Nowadays, although most high school students admit the importance of writing, writing is still a very difficult thing for them. Many students don’t know how to use reading to improve their writing ability. And the current English writing teaching is lack of attention to cohesion, which leads to the situation that students have little knowledge of cohesion. Students do not form cohesion awareness, so they do not pay much attention to cohesion and coherence in the reading materials. At the same time, they seldom use cohesive devices in their compositions or pay attention to the cohesion and coherence of their compositions.
Based on discourse cohesion theory, English reading-to-write teaching in senior high school can significantly improve students’ writing competence. Through the analysis of the writing scores in pre-test and post-test, the change of students’ writing competence can be shown. Before the experiment, the students in EC and CC have almost the same writing level. Then, after a four-month experiment, students in the two classes have made progress in writing, and the improvement of EC is much larger than CC, which proves that the reading-to-write teaching based on cohesion theory is better than traditional reading-to-write teaching.
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