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任务型教学法对小学生英语写作能力影响的实证研究

作　者: 杨锦凤
导　师: 肖坤学
学　校: 广州大学
专　业: 教育
关键词: 任务型教学法小学英语写作写作能力
分类号: G623.31
类　型: 硕士论文
年　份: 2013年
下　载: 103次
引　用: 0次
阅　读: 论文下载

内容摘要

写作是小学英语教学的难点之一ˋ一直备受广大小学教师们的关注ˋ但写作教学的效果仍然不尽人意大部分的教育者认为任务型教学法是的一种有效的教学模式ˋ逐渐被越来越多的中小学英语教师所接受和推广运用任务型教学法也正在逐渐应用于中小学的英语写作教学中ˋ但是目前任务型教学法应用于英语写作教学的实证研究主要在中学比较多ˋ在小学这方面的研究还是相对比较薄弱ˋ因此有必要开展任务型教学法应用于小学英语写作教学的实证研究ˋ以检测任务型写作教学在小学英语写作教学中的可行性本研究的目的在于探索任务型教学法对小学生写作能力的影响ˋ从而找出提高小学英语写作教学的有效途径研究问题具体包括1.小学英语写作教学中ˋ与传统的结果写作教学法相比较ˋ任务型写作教学法是否更为有效可行？2.任务型写作教学法是否能提高小学生的写作兴趣和写作信心?本实验研究以广东省佛山市第一小学六年级二班和四班的学生为实验对象实验对象有基本相同的教学背景在实验前ˋ以上一学期的期末考试作为前测并以前测调查问卷的方式ˋ收集受试对象的写作态度在实验中ˋ以六τ4班为实验班τ共45人ˋ接受任务型写作教学六τ2班为参照班τ共49人ˋ接受传统的结果写作教学法两班均由相同的老师进行教学ˋ使用相同的教材练习册及相同的学习进程安排在实验后ˋ对实验班和控制班的94名学生一起进行写作ˋ作为后测然后ˋ让他们完成后测的调查问卷经过一个学期的教学实验ˋ收集和整理出实验班和控制班的前测平均考试总成绩前测和后测的作文成绩前测和后测的作文语言成绩前测和后测的作文内容成绩前测和后测的平均作文单词数前测和后测的平均作文句子数以及一些作为补充的更详细的作文相关数据并收集和整理出前调查问卷和后调查问卷的数据运用统计软件SPSS17.0对数据进行了独立样本T检验ˋ对教学效果进行比较和分析实验结果如下在实验前ˋ实验班和控制班的前测平均考试总成绩前测作文成绩前测作文语言成绩前测作文内容成绩前测平均作文单词数前测平均作文句子数以及一些更详细的作文相关数据均没有显著性差异在实验后ˋ实验班和控制班的后测平均考试总成绩后测的作文成绩后测的作文语言成绩后测的作文内容成绩后测的平均作文单词数后测的平均作文句子数均有显著性差异结果表明ˋ与传统的结果写作教学法相比较ˋ任务型写作教学法能更有效地提高小学生的写作能力ˋ更能提供一个愉快的学习环境ˋ给小学生提供更多主动学习的机会ˋ有效地提高他们的对英语写作的兴趣和信心

全文目录

Acknowledgements  5-6
Abstract  6-8
摘要  8-14
Chapter 1 Introduction  14-18
  1.1 Research background  14-16
  1.2 Research objective  16
  1.3 Research significance  16-17
  1.4 Structure of the thesis  17-18
Chapter 2 Literature Review  18-33
  2.1 Previous researches on English writing teaching at home and abroad  18-29
    2.1.1 The Product Writing Teaching  18-19
    2.1.2 The Process Writing Teaching  19-22
    2.1.3 The Genre-based Writing Teaching  22-23
    2.1.4 Communicative Writing Teaching  23-25
    2.1.5 Cognitive Writing Teaching  25-26
    2.1.6 The Task-based Writing Teaching  26-29
  2.2 Researches on the English writing teaching in primary schools  29-31
  2.3 Summary  31-33
Chapter 3 Theoretical Basis: Task-based Teaching  33-55
  3.1 Theoretical Basis of Task-based Teaching  33-36
    3.1.1 Krashen s Input Hypothesis  33
    3.1.2 Krashen s Affective Filter Hypothesis  33-34
    3.1.3 Long s Interaction Hypothesis  34-35
    3.1.4 Constructivism  35-36
  3.2 An overview of Task-based Teaching  36-48
    3.2.1 The concept of Task-based Teaching  36-43
      3.2.1.1 Definition of task  36-37
      3.2.1.2 Components of task  37-38
      3.2.1.3 Definition of Task-based Teaching  38
      3.2.1.4 Teaching objectives  38-39
      3.2.1.5 Class activities  39-41
      3.2.1.6 Roles of the teacher and the students in Task-based Writing Teaching  41-43
    3.2.2 Principles of Task-based Writing Teaching  43-46
      3.2.2.1 The authenticity principle  43-44
      3.2.2.2 The principle of interest  44
      3.2.2.3 The form-function principle  44
      3.2.2.4 The principle of scaffolding  44-45
      3.2.2.5 Learner-centered principle  45
      3.2.2.6 The principle of cooperative learning  45-46
    3.2.3 Advantages and disadvantages of Task-based Writing Teaching  46-48
      3.2.3.1 Advantages of Task-based Writing Teaching  46-47
      3.2.3.2 Disadvantages of Task-based Writing Teaching  47-48
  3.3 Sample lessons of Task-based Writing Teaching and the traditional Product Writing Teaching in primary schools  48-54
    3.3.1 A sample lesson of Task-based Writing Teaching in primary schools  48-52
    3.3.2 A sample lesson of traditional Product Writing Teaching in primary schools  52-54
  3.4 Summary  54-55
Chapter 4 Research Methodology  55-64
  4.1 Research questions  55
  4.2 Subjects  55-56
  4.3 Instruments  56-60
    4.3.1 Teaching Materials  56
    4.3.2 Pre-test paper  56-57
    4.3.3 Post-test paper  57
    4.3.4 Pre-questionnaire  57-58
    4.3.5 Post-questionnaire  58-59
    4.3.6 English writing assessment criteria  59-60
  4.4 Data collection and treatment  60
  4.5 Research Procedure  60-64
    4.5.1 Before the experiment  60-61
      4.5.1.1 Pre-test  61
      4.5.1.2 Pre-questionnaire  61
    4.5.2 During the experiment  61-62
      4.5.2.1 The teaching method of the Control Class  61-62
      4.5.2.2 The teaching method of the Experimental Class  62
    4.5.3 After the experiment  62-64
      4.5.3.1 Post-test  62-63
      4.5.3.2 Post-questionnaire  63-64
Chapter 5 Results and Discussion  64-76
  5.1 Subjects results of pre-test & post-test and their comparison  64-68
  5.2 Subjects response to questionnaires  68-72
  5.3 Correlation between Task-based Writing Teaching and subjects English writing competence  72-74
    5.3.1 Task-based Writing Teaching is more facilitative in cultivating and maintaining the students interests, enthusiasm and confidence in English writing  73
    5.3.2 Task-based Writing Teaching is more facilitative in improving the students writing competence  73-74
  5.4 Pedagogical implications of the research  74-76
Chapter 6 Conclusions  76-78
  6.1 Summary of the study  76-77
  6.2 Limitations of the research  77
  6.3 Suggestions for further research  77-78
References  78-83
Appendices  83-98
  Appendix Ⅰ Pre-test Paper  83-84
  Appendix Ⅱ Post-test Paper  84-85
  Appendix Ⅲ Pre-questionnaire Paper  85-86
  Appendix Ⅳ Post-questionnaire Paper  86-87
  Appendix Ⅴ Raw Data of Pre-questionnaire for the Experimental Class  87-88
  Appendix Ⅵ Raw Data of Pre-questionnaire for the Control Class  88-89
  Appendix Ⅶ Raw Data of Post-questionnaire for the Experimental Class  89-90
  Appendix Ⅷ Raw Data of Post-questionnaire for the Control Class  90-91
  Appendix Ⅸ Results of Pre-test for the Experimental Class  91-93
  Appendix Ⅹ Results of Pre-test for the Control Class  93-95
  Appendix XⅠ Results of Post-test for the Experimental Class  95-97
  Appendix ⅩⅡ Results of Post-test for the Control Class  97-98

任务型教学法对小学生英语写作能力影响的实证研究

内容摘要

全文目录

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