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“网络写长法”环境下大学英语写作策略培训研究

作　者: 陈丽华
导　师: 檀东鍟
学　校: 福建师范大学
专　业: 英语语言文学
关键词: 策略培训网络写长法英语写作策略网络学习策略
分类号: H319
类　型: 硕士论文
年　份: 2006年
下　载: 290次
引　用: 0次
阅　读: 论文下载

内容摘要

该篇论文旨在研究“网络写长法”环境下大学英语写作策略培训对提高非英语专业大学生英语写作能力和英语总体水平的作用。文章首先回顾了英语学习策略及策略培训的相关理论和研究，同时阐述了“写长法”和网络辅助语言教学的相关定义和基本涵义，指出“网络写长法”环境下大学英语写作策略培训的必要性。紧接着笔者选取莆田学院中文系05级本科的一个自然班作为实验班，同时选择同系同年级的另一个自然班作为对照班进行为期一学年的“网络写长法”环境下大学英语写作策略培训的作用研究。笔者在两个班均实行网络环境下的“写长法”教学，但同时采用把策略意识培训和具体的策略技能即语言技能培训结合为一体的方法，对实验班的学生进行相关的英语写作策略培训。通过三份调查问卷，长文章写作成绩和学年末测试成绩来判断实验班和对照班的差异。接着笔者对实验数据进行分析和解释。最后，笔者提出问卷调查情况，实验数据分析和学生的反馈均表明“网络写长法”环境下策略培训对外语教学起着很大的促进作用，对改变当前大学英语写作教学现状，提高写作教学质量，最终提高英语总体水平有一定的借鉴意义。

全文目录

中文摘要  2-3
ABSTRACT  3-5
中文文摘  5-7
SYNOPSIS  7-12
Chapter One Introduction  12-17
  1.1 Background for the Study  12-13
  1.2 Purpose and Significance of the Study  13-14
  1.3 Brief Overview of Research Method  14
  1.4 Research Questions  14-15
  1.5 Outline of the Thesis  15-17
Chapter Two Literature Review  17-49
  2.1 Theories Related to Learning Strategies  17-26
    2.1.1 Definition of Learning Strategies  17-18
    2.1.2 Classification of Learning Strategies  18-21
    2.1.3 Previous Researches on Language Learning Strategies  21-26
  2.2 Theories Related to Learning Strategy Training  26-34
    2.2.1 The Goal of Learning Strategy Training  26-27
    2.2.2 Models of Strategy Training  27-30
    2.2.3 Major Studies on Learning Strategy Training  30-34
  2.3 The Length Approach and Its Meanings  34-41
    2.3.1 Definition of the Length Approach  34
    2.3.2 Theoretical Background of the Length Approach  34-39
    2.3.3 The Notion of "Writing to Learn"  39-41
  2.4 EFL Learning Principles and the Characteristics of Network-based Language Learning  41-46
    2.4.1 The Input Hypothesis versus Multimedia Stimuli and Abundant Resources of NBLL  42-43
    2.4.2 Experiential Psychology versus Learner-centered Online Learning  43-44
    2.4.3 The Affective Filter Hypothesis versus Natural Online Learning  44
    2.4.4 The Principle of Communicative Language Teaching versus Interactivity and Collaborative Online Learning  44-46
  2.5 The Internet-based Length Approach: a Better Choice for Delivering Writing Instruction  46-48
    2.5.1 The Justifications for the Internet-based Length Approach  46-47
    2.5.2 Requirements for the EFL Learners and Teachers in the Internet-based Length Approach  47-48
  2.6 Summary  48-49
Chapter Three Design and Methodology  49-65
  3.1 Sample  49-50
  3.2 Design  50
  3.3 Instruments  50-53
  3.4 Procedure  53-65
Chapter Four Statistical Results  65-79
  4.1 Findings and Discussions about Research Question 1: the Effects of Strategy Training on the Use Level of Writing Strategies and Online Learning Strategies  65-71
    4.1.1 Frequency of Six Categories of Writing Strategies before and after the Experiment  65-67
    4.1.2 The Situation of EFL Learners' Use of the Internet and Frequency of Six Categories of Online Strategies before and after the Experiment  67-71
  4.2 Findings and Discussions about Research Question 2: the Efficacy of Strategy Training on Long Essay Writing Proficiency  71-73
  4.3 Findings and Discussions about Research Question 3: the Efficacy of Strategy Training on Overall English Competence  73-75
    4.3.1 Statistic Results from the Two Classes before the Experiment  73-74
    4.3.2 Statistic Results from the Two Classes after the Experiment  74-75
  4.4 Findings and Discussions about Research Question 4: EFL Learners' Attitude towards the Internet-based Length Approach  75-79
Chapter Five Conclusion  79-88
  5.1 Summary of the Findings  79-84
    5.1.1 Strategy Training and Use Level of Writing and Online Learning Strategies  79-82
    5.1.2 Strategy Training and EFL Writing Proficiency and Overall English Competence  82-84
  5.2 Limitations of the Study  84-86
  5.3 Delimitations of the Study  86
  5.4 Pedagogical Implications  86-87
  5.5 Conclusion  87-88
References  88-92
Appendices  92-104
Acknowledgments  104

“网络写长法”环境下大学英语写作策略培训研究

内容摘要

全文目录

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