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| 读后续写法在高中英语写作教学中的应用研究 Abstract Continuation-task method is a writing task in which the latter part of a reading material is removed, and learners need to complete the story after reading the given materials. The existing researches partly focus on the college English teaching, and there are few researches on English teaching of high school. The purpose of this paper is to explore the application of continuation-task in senior high school English writing teaching This thesis used experimental method to study the promoting effect of continuation-task method on teaching of English Writing of the third-year students in senior high school in Wan’xi Middle School in Anhui Province. Its purposes were: (1) To find out whether there exits differences in the use of different kinds of lexical cohesion used between the experiment group and control group; (2) To find out the changes of different kinds of lexical cohesion used in the experimental group after the continuation-task training; (3) To discuss the teaching implications to students’ English writing. Eighty students who were chosen from the two classes in Grade three in Wan’xi Middle School in Anhui Province participated in the study. The results showed that: (1) There exits no significant differences between the two groups in the pretest; (2) After continuation-task method training, the students in the EG do not overuse repetition any more. Instead, they begin to use synonyms and collocations. Compared with the pretest, the frequency of using synonyms and collocations has improved. However, due to the limited time of the experiment, the frequency of using superordinate and general word in the EG was almost unchanged; (3) In the light of the problems that students cannot use lexical cohesion flexibly and have little knowledge of lexical cohesion, teachers should instruct students to learn about the types of lexical cohesion and pay attention to strengthening the students’ awareness of using lexical cohesion. Besides, teachers should teach lexical cohesion in flexible ways in the teaching process. Teachers can apply continuation-task method to English writing teaching and improve students’ English writing skills through enhancing the students’ awareness of lexical cohesion. Key word: continuation-task method; English writing; Writing teaching 摘 要 读后续写法是一种将阅读材料的后半部分删除，学习者需要根据已给的材料将文章续写完整的一种写作方式。现有的研究大部分集中在大学英语教学上，在高中英语写作教学中的研究较少。本文旨在探讨读后续写法在高中英语写作教学中的应用。 本研究主要采用实验法，考察读后续写对安徽省皖西中学高三年级写作的促学影响。其目的是：（1）调查实验组和控制组在使用不同类型的词汇衔接是否存在差异；（2）研究实验组学生在接受读后续写法的训练后，在不同的词汇类型的使用上的变化；（3）探讨读后续写法对学生英语写作的教学启示。来自安徽省皖西中学高三年级两个班的80名学生参与了本次调查研究。结果表明：（1）前测中，两组学生并无显著差异；（2）实验组在接受读后续写法的训练后，不再频繁使用重复词汇。相反，他们开始注重同义词的搭配使用。相较实验前，同义词的搭配使用频率得到提高；然而由于实验的时间有限，学生在使用上义词和概括词的频率几乎没有变化；（3）针对学生不能灵活运用词汇衔接、词汇衔接知识较少的问题，教师应引导学生学习词汇衔接的类型，注意加强学生使用词汇衔接的意识。此外，教师在教学过程中应灵活运用词汇衔接手段。教师可以通过提高学生的词汇衔接意识，在英语写作教学中运用读后续写法来提高学生的英语写作水平。 关键词：读后续写法；英语写作；英语教学 Contents Abstract I 摘 要 II Chapter 1 Introduction 1 1.1 Background of the thesis 1 1.2 Significance of the research 2 1.3 Organization of the thesis 2 Chapter 2 Literature review 4 2.1 Study abroad 4 2.2 Study at home 5 Chapter 3 Methodology 7 3.1 Research questions 7 3.2 Participants 7 3.3 Instruments 8 3.4 Procedures 8 3.5 Data collection and analysis 9 3.5.1 Data collection 10 3.5.2 Data analysis 10 Chapter 4 Results and discussion 11 4.1 Comparisons of lexical cohesion 11 4.1.1 Comparisons of achievements in the pretest 11 4.1.2 Comparisons of achievements in the posttest 13 4.2 The effect of continuation-task method in students’ writing 15 4.2.1 Repetition 15 4.2.2 Synonym 16 4.2.3 Antonym 16 4.2.4 Superordinate & General word 17 4.2.5 Collocation 18 4.3 Teaching implications 18 Chapter 5 Conclusion 20 5.1 Restatement of the thesis 20 5.2 Limitations and suggestions for further research 21 5.2.1 Limitations 21 5.2.2 Suggestions for further research 21 |
