中文摘要
但根据问卷调查得知九年级英语写作教学存在很多问题，而且英语写作也是学生学习中最薄弱的环节之一。笔者结合我国现阶段学生英语写作中存在的问题和当前写作教学措施的不足之处，提出在九年级英语写作教学中应用任务型教学法。 本文将以威利斯的任务型教学模式为理论基础，在山西省柳林县孟门中学九年级学生中进行四个月(从2017年9月到2017年1月)的实验，以期待证明任务型教学法有利于提高九年级学生英语写作能力。本实验探讨采用的实验工具为:前测一后测、实验组一控制组设计和问卷调查。实验前对孟门中学三个九年级班级进行了前测，选择其中两个在英语总体水平和作文质量上不存在显著性异同的班级作为实验对象，英语论文范文，一个为实验班，英语论文，另一个为控制班。整个实验持续四个月，后测独立样本T检验表明实验班和控制班的作文水平出现了异同，初中英语教学配对样本T检验表明基于任务的写作教学模式使实验班学生的作文水平等产生显著异同。问卷调查表明:实验班学生在基于任务的英语写作教学对写作兴趣写作自信心和写作能力的提高等方面持肯定态度。本论文共有六个部分。第一部分介绍些背景信息，英语写作存在的问题，写这篇论文的目的和意义。第二部分介绍任务型教学法的有关概念、结果法英语写作教学和写作的定义和过程。第三部分介绍探讨措施，包括探讨假设、探讨主体和探讨工具。第四部分包括探讨过程，包括实验前后两次问卷调查，前测、实验班用任务型教学法写作教学、控制班用结果法写作教学，然后进行后测。第五部分是通过应用SPSS 13. 0对实验测试和问卷调查的数据进行比较和略论。第六部分包括对本实验的评价和建议。
Abstract
English writing,
as a very important aspect of students' general languagecompetence and as a
means of expressing oneself and of spreading knowledge andinformation, is
necessary and essential for English learners. But according to thesurvey,
English Writing has long been one of the weakest aspects of Chinese Grade 9students
among four language skills. Quite a lot of problems in writing teaching areshown. Combined
with the present situation of
Grade 9 English
writing, theTask-based Language
Teaching is advocated.
Based upon
Willis' model for TBLT, the author has done experiment in Grade9 in Mengmen
Middle School in Liulin County from September 2017 to January 2017to test if
TBLT is effective in English writing teaching.
The
research instruments adopted
were pre-test/post-test design
withexperimental and controlled groups and questionnaire. A pre-test was
given to thethree classes in Grade 9 in Mengmen Middle School. Then, two
classes, whoseEnglish proficiency and writing quality existed no significant
difference, were chosenas the participants, one as the experimental class and
the other the controlled class.The experiment lasted four months. In the
end, a post-test was held and theobservation
was again made. The post Independent-Samples T Test indicated greatsignificance
appeared in the writing ability between the two classes; Paired-samples TTest
proved task-based teaching brought about significant changes in the studentswriting ability.
Besides, the questionnaire
showed the participants'
affirmativeattitudes towards task-based language teaching and the
students' self-confidence,interest and motivation. Therefore, it is concluded
that task-based language teachingcan
improve students' writing
ability, it also
helps to build up
the students'self-confidence and
interest.
There are six parts in
this thesis. Part one begins with background information,statement of the
problem, purpose of the study and significance of my study. In parttwo, the
contents about TBLT, the Product Approach and research into the teaching ofwriting
are presented. Part three includes three sections: research hypothesis,
subjects,instruments. Part four includes procedure, including questionnaire on
interest andattitude towards English writing, pre -test on English, treatment
in class teachi |
