論閱讀理解教學中學習者寫作能力的培養(yǎng)

1、嘉興學院畢業(yè)論文設計 （ 2013屆）題 目 論閱讀理解教學中學習者寫作能力的培養(yǎng)學 院 外國語學院 專 業(yè) 英語 班 級 英語133 學 號 201336305304 學生姓名 徐金燕 指導教師 顧敏 完成日期 2017. 5. 10 教 務 處 制 二0 一七 年 五 月 十 日 the cultivation of learners' writing ability in teaching reading comprehensiona thesis submitted in partial fulfillment of the requirement for the b.a. d

2、egree in english language and literaturebyxu jinyansupervisor: gu minacademic title: lecturercollege of foreign studiesjiaxing university, zhejiang province, p.r.c.may 10, 20173. 誠信聲明誠信聲明本人聲明： 本論文是在導師指導下進行的研究工作及取得的研究成果。據我查證，除了文中特別加以標注和致謝的地方外，論文中不包含其他人已經發(fā)表或撰寫過的研究成果。我承諾，論文中的所有內容均真實、可信，因違反上述聲明所引起的一切法律責

3、任將有本人承擔。論文作者簽名： 簽名日期： 年 月 日4. 授權聲明授 權 聲 明學校有權保留送交論文的原件，允許論文被查閱和借閱，學?？梢怨颊撐牡娜炕虿糠謨热?，可以影印、縮印或其他復制手段保存論文，學校必須嚴格按照授權對論文進行處理，不得超越授權對論文進行任意處置。論文作者簽名： 簽名日期： 年 月 日15 abstractthe globalization of the economy makes the important position of english increasingly prominent. english, as one of the important info

4、rmation carriers, has become a common language for international information exchange. to use english to exchange information, you must have certain listening, speaking, reading and writing basic skills. the form of communication, though varied, depends on the basic skills of listening, speaking, re

5、ading and writing. how to combine these four basic skills so that they can promote each other, is the main issues for current scholars and foreign language teachers to study.english reading and writing integrated teaching method is a new model, is a kind of teaching mode which can improve the abilit

6、y of english reading and writing. this article will introduce read and writing integrated teaching method ,from the theory and practice two levels. combined with the real lesson , this article analysis how to integrate reading and writing, and how reading promote writing effectively, to provide refe

7、rence for the follow-up study on the teaching model. finally, according to the advantages and disadvantages, give suggestions for the implementation of reading and writing integrated teaching method.key words: reading and writing integrated teaching method; teaching practice; task design中文摘要經濟的全球化使得

8、英語的重要地位日益顯著。英語作為重要的信息載體之一，已成為國際上信息交流的通用語言。要使用英語交流信息，就必須具備一定的聽、說、讀、寫的基本技能。交流信息的形式盡管多種多樣，但都要依賴于聽、說、讀、寫的基本技能。如何將這四種基本技能結合，讓它們彼此之間能夠互相促進，是當前學者和外語教師們要研究的主要問題。英語讀寫整合教學是一種新的模式，是一種有效提高英語讀寫能力的教學模式。本文將從理論和實踐兩個層面，介紹讀寫整合教學法，并結合真實課堂分析如何整合閱讀與寫作教學，分析如何以讀促寫，以期為后續(xù)關于該教學模式的研究提供參考依據和借鑒意義。最后，根據讀寫整合法實施的不足與優(yōu)勢，給出有效建議。關鍵詞：讀

9、寫整合教學法；教學實踐；任務設計table of contentsabstracti中文摘要iitable of contentsiii1. introduction11.1 research background11.2 significance of the study11.3 structure of the present study22. theoretical backgrounds22.1 reading and writing integrated teaching method. 2 2.2advantages of reading and writing integrate

10、d teaching method.33. research design43.1 research questions43.2 participants5 3.3 research method.54.the cultivation of learners' writing ability in teaching reading comprehension.7 4.1 the integration of reading and writing.7 4.2 how reading promote writing effectively.85.suggestions for readi

11、ng and writing integrated teaching method.96. conclusion13bibliography10appendix.12acknowledgements161. introduction1.1 research backgroundin the past, chinese traditional teaching paid more attention to results of study, so most of the students get high marks through mechanical memorizing and a gre

12、at quantity of exercises, which covered up problems in students learning and teachers teaching. until nowadays, many english teachers of china in middle school are still giving their reading and writing lessons in a rather traditional ways. the current junior high school english reading teaching, du

13、e to the traditional reading theory and the impact of english standardized test methods, there are the following questions:ignore the dominant position of students;teachers' teaching ideas are behind; teaching content and teaching mode are single and boring. the pattern of assessment is single.s

14、tudents in junior high school are lack of long-term writing training. in order to cope with exam, teachers assault training before the test. this has had a very bad effect on improving students' writing skills. on the other hand,vocabulary deficiency is a common problem for children. this is a s

15、erious blow to the students' enthusiasm and interest. lastly,the grammar mistakes are the big problem for students writing.in summary, the level of english writing in our students is generally low, mainly due to the repetition of vocabulary and grammatical errors and analysis of essay evaluation

16、. the teacher's assessment of the composition of the students only provides a score or grade, only comment for the common mistakes. the result is the individual students can not get feedback on their own essay, do not know their writing level in which stage. the teacher's evaluation plays a

17、very limited role in the diagnosis and feedback.(羅曉杰，2015:3)seeing from the above situations, it is quite necessary to understand the new demands and new tendency of english teaching in the modern world. fitting for this occasion，reading and writing integrated teaching method as a new imported teach

18、ing attempt is advocated by the full-time compulsory education ordinary middle school english curriculum standards (short title of the standard) promulgated by chinas ministry of education. 1.2 significance of the studythis paper emphasizes reading and writing integrated teaching method as an advanc

19、ed teaching idea, which is more appropriate for both teachers and students of china and can bring the classroom remarkable teaching effects. secondly, this paper focuses on the advantages of applying reading and writing integrated teaching method in english classroom of china, and suggestions for pr

20、oper reading and writing integrated teaching method, in hopes for providing some enlightenment to foreign language reading and writing. the purpose of this paper is to have a probe into the theory of reading and writing integrated teaching method and to expound the application of reading and writing

21、 integrated teaching method in english class in junior middle school in china. the author hopes the present research can help english teachers to understand reading and writing integrated teaching method better so that they are able to design and implement reading and writing tasks of their own and

22、make their teaching more successful and more effective.1.3 structure of the present studythis paper is divided into five parts. chapter one provides a brief overview, including the research background, the previous study and the significance of the present study. in chapter two the author lists some

23、 main literature reviews relating with this study, including the definitions of reading and writing integrated teaching method. and the advantages of reading and writing integrated teaching method are also proposed in the second chapter. in the third chapter, the author makes a research on reading a

24、nd writing integrated teaching method in a current english class of junior high school through a classroom observation. and the author shows and analyzes the study results briefly to prove that reading and writing integrated teaching method is available and more popular than other traditional approa

25、ches in the english classroom of china. meanwhile, the author also finds out some problems exists in reading and writing integrated teaching method. then the fourth chapter is about some suggestions for the problems. in the last chapter, the author draws a conclusion of the study and makes a brief c

26、omment of the paper. 2. theoretical backgrounds2.1 reading and writing integrated teaching methodhere the author presents definitions of reading and writing integrated teaching method put forward .reading and writing integrated teaching method is a teaching method based on the article as the carrier

27、, starting from the content of the article to design writing training which is related with the article.so it make the three of reading, writing ,thinking training into one. through reading and writing training, it can develop students thinking and improve their ability."listening, speaking, re

28、ading and writing" four basic language skills are the necessary ability of english learners, reading teaching and writing teaching has always been the focus of language teaching. as early as 60 to 70 years in the 20th century, domestic and foreign linguists already made theoretical and empirica

29、l researches on the relevance of reading and writing. (王娟娥, 2012:61-65). and here briefly introduce the study on the theory and practice of integrative teaching of english reading and writing at home and abroad.carson(1990:24) believes that writing ability can be improved after a lot of reading, stu

30、dents writing ability is also strong who has strong reading ability, the importance of reading can not be ignored.swain (1993:158-164) put forward the theory of language output hypothesis, language learners understand comprehensible input information through reading, and achieve an understandable ou

31、tput in writing.tieney and shanahan studied the relationship between reading and writing, and they assumed that reading and writing were based on the same or similar cognitive structure, and the results proved the rationality of the hypothesis.（牟金江,2010：103-107）in the 1990s, the study of english rea

32、ding and writing teaching reached the golden age. blanton(1992:1-24), a researcher of full language teaching theory, has created a new class teaching organization model. he set up two teaching links in teaching integrated reading and writing, asking students to write essays in conjunction with relat

33、ed questions in the text, and divide students into several groups, to discuss and record their own feelings after reading the article .in the late 1990s, china's teaching law expert liu shangfu lead foreign reading - discussion - writing comprehensive teaching method into the country. this compr

34、ehensive teaching method combines reading, discuss and writing these three links together. he suggests that the relationship between reading and writing is a mutually reinforcing relationship in his monograph english writing theory (1998). writing is based on reading, writing materials and verbal ex

35、pressions come from reading. his view fully illustrates the close connection between reading and writing.(劉上扶, 1998:57-58) here is a typical, three-section seven-step reading and writing integrated teaching method. reading and writing integrated teaching mode is based on the whole language communica

36、tion teaching theory, critical reading theory and writing teaching model with heavy process, to construct teaching mode of writing ability development, "three" refers to "read", "speak" "write". seven-step means " topic import ", " anticipates b

37、efore reading " , " speed reading ", " reading discussion ", " training before writing ", " writing the first draft " and " sketch evaluation" seven teaching steps.(羅曉杰,2015:24)2.2 advantages of reading and writing integrated teaching methodcomp

38、ared with other reading and writing teaching approaches, reading and writing integrated teaching method is more in line with the new teaching idea and can help to realize the goal of course forwarded by new curriculum standard of china. applying reading and writing integrated teaching method in the

39、english classroom of junior middle schools has the following several advantages : reading and writing integrated teaching method is conducive to solve the problem of the relationship between reading and writing. is conducive to optimize students study method; is conducive to develop students compreh

40、ensive quality in an all-around way; is conducive to arouse students' learning motivation; is conducive to the development of students' autonomous learning ability.; reading and writing integrated teaching method combine english curriculum requirements with student actual situation; reading

41、and writing integrated teaching method combine reading teaching with writing teaching effectively. in addition, reading and writing integrated teaching method will help teachers to improve their english teaching skills and research capabilities. on one hand, reading and writing integrated teaching m

42、ethod puts forwards higher demand for the teachers, and urges them to improve teaching design skills, organization and management skills, communication skills in their teaching practice. on the other hand, teachers should undertake a study on reading and writing integrated teaching method and g

43、et more accumulation of its theories, and their theoretical knowledge has significantly improved.in short, reading and writing integrated teaching method is identical to the direction and requirement of foreign language courses reform in many aspects. therefore, it is quite necessary to bring in rea

44、ding and writing integrated teaching method.3.research design: a research on reading and writing integrated teaching method in junior school3.1 research questionsbefore the research starts, the author has already formed two tentative research questions: how to integrate reading and writing effective

45、ly?and how can reading promote writing in real lesson, with the application of reading and writing integrated teaching method. the purpose of the research is to find answers to the conjectured answers can be confirmed or refuted by the evidence.the survey mainly employs an observation log.3.2 partic

46、ipants45 students are selected as the teaching objects in the research, who all come from class four, grade eight in the twenty-first century foreign language school in zhejiang province. the english lessons of class three are tutored by wang jianshe who is a secondary school teacher and has several

47、 years experience in english teaching. most of students in class eight have certain speaking, reading and writing skills. they are willing to communicate and cooperate with each other, and always have their own unique views, like to participate in activities and love performance.in this class,they h

48、ave a five-minutes free show before every lesson starts.in this activity,one student show something he prepared,maybe a beautiful article,a funny story,an embarrassed experience or some proverbs.this activity can help them train their verbal ability ,linguistic ability,framework organizational capab

49、ility and stage presentation capability.so they have strong speaking, writing and performance skills.these skills help our research carry out smoothly.they show great interest in the video, novel, and interesting teaching content. besides,like most teens, they mostly have certain basic knowledge and

50、 capacity for computer and online search to get the useful information. however, there are still a small part of students with poorer english foundation, and they are relatively inactive and like to keep silent during english classes.they may have poorer speaking, reading and writing skills. 3.3 res

51、earch method: the class observationthe research was conducted for nearly 5 weeks, from september 20th, 2017 to october 30th, 2017. before the research, the observed teacher mostly adopted the traditional reading and writing teaching methods.during the research process, the teacher adopted reading an

52、d writing integrated teaching method for english classroom teaching, and the author randomly selects and records a period of class to verify the proposed hypothesis. the classroom observation focuses on the teacher how to organize and carry out the activities to promote writing with reading.compared

53、 with other traditional teaching approaches, reading and writing integrated teaching method is more available for both teachers and students because through free talk or video/music time,it can make the classroom atmosphere more active,develop not only students communicative competence but also thei

54、r practical linguistic competence, and stimulate their interest in studying english.reading and writing integrated teaching method combine english curriculum requirements with student actual situation,and then combine reading teaching with writing teaching effectively.thus, reading teaching and writ

55、ing teaching complement each other to jointly promote the overall ability of junior middle school students.the data collection method was a substantial classroom observation log under reading and writing integrated teaching method . the author recorded a period of reading class to test the availabil

56、ity and effectiveness and get some feedback of reading and writing integrated teaching method.the period of english class was not specifically chosen, but observed at random, generating a thorough and objective data. the observation mainly focused on how the teacher in hopes of carrying out the task

57、s designed before the class and if reading activities have an effective impact on writing activities and how.the teaching design not only considers the completion of the language learning and application teaching task, but also plays a subtle role in the healthy growth of the students, and realizes the three-dimensional tea