摘要
教育部颁布的义务教育阶段英语课程的标准要求学生掌握基本的英语语言知识，发展基本的听说读写译英语语言技能。众所周知，听和读是语言输入的过程，说和写是语言输出的过程，而输入和输出能力的培养都是语言学习过程中不可忽视的部分。因此，作为英语教师，应使学生的语言输入能力和语言输出能力得到均衡地发展，提高他们的综合语言运用能力。然而，笔者通过对相关文献进行研究发现当前初中英语写作教学存在着过于重视输入语法知识而过少关注学生主动输出能力的问题，而这种现象的存在也在一定程度上使学生丧失了对学习英语写作的兴趣，从而影响了学生的写作成绩。bitch什么意思
针对以上问题，本论文将以Swain的语言输出假说（Output Hypothesis）和文秋芳的输出驱动假设为主要的理论基础，以C市某初级中学初二某班的学生作为研究对象，在16周行动干预的过程中对该班采取输出驱动教学模式，即“课前输出任务→输入前准备→输入中→课上输出任务→输出后评价”共五个阶段的教学步骤来进行授课。教师设计实施了多种类型的写作输出活动引导学生积极参与，最后通过调查问卷、写作测试卷和访谈提纲等研究工具来验证输出驱动教学模式对学生的英语写作兴趣和写作成绩的影响。行动研究的结果显示，在初中英语写作课堂教学中实施输出驱动教学模式是可行且有效的，不仅增强了学生的学习兴趣，提高了英语写作的成绩，还平衡发展了输入和输出能力，最终提高了语言综合运用的能力。笔者希望通过这次输出驱动教学模式的构建和实施，丰富相关领域的理论研究，为指导初中英语写作教学实践提供参考。
关键词：输出驱动；教学模式；英语写作教学
Abstract
The English curriculum standards issued by Ministry of Education requires that students should grasp basic language knowledge and develop fundamental listening, writing,speaking,writing and translating skills.As we all know,listening and writing reprent language input process while speaking and writing reprent language output process.The development of language input and output shouldn’t be neglected in language learning.Therefore,as English teachers,they should balance the development of input and output so as to enhance students’ability of using language comprehensively. However,basing on the rearch of relevant literature,It can be founded that many schools now pay more attention on language points input while overlook students’language output on their own.The existence of this situation will certainly make students lo interest in writing learning,and finally influence their learning performance on writing test.
Aiming at this situation,this thesis attempts to design a new teaching model called “Output Driven Teaching Model”on the basis of Swain’s“Output Hypothesis”and Wenqiufang’s“Output Driven Hypothesis”.A16weeks’study is implemented in one class of Grade Eight,Junior High School in C.Du
ring the process of action rearch, Output Driven Teaching Model was applied in the class which including five teaching procedures----“output tasks before class→preparations before input tasks→inputting step→output tasks in class→evaluations after output tasks”.The teacher designed different kinds of output activities about writing and intended to guide students to participate in them on their own initiative.And then this thesis employed two
questionnaires,writing tests and interview survey to explore this model’s effects on students’learning interest and English performance on writing tests.The result of the study showed that the Output Driven Teaching Model is feasible and effective in English writing teaching of Junior High School.This model not only strengthens students’interests on learning and improves students’grades on writhing but also develops the ability of input and output simultaneously and finally enhances the comprehensive ability of applying language.It ems that constructing and applying this Output Driven Teaching Model will enrich relevant theoretical rearches and provide references for practice of writing teaching of Junior High School.
Key Words：Output Driven;Teaching Model;English writing teaching of Junior High School
目录
摘要............................................................................................................................II 第1章绪论.. (1)数量级
1.1研究背景 (1)
1.2研究目标 (2)
1.3研究意义 (2)
第2章文献综述 (3)
五点2.1核心概念界定 (3)
2.2输出驱动教学模式的理论基础 (3)
种子队
2.2.1Swain的可理解性输出假说 (3)ros
2.2.2输出驱动假设 (4)
2.3国内外研究现状 (5)
2.3.1国外关于输出驱动教学模式的相关研究 (5)
2.3.2国内关于输出驱动教学模式的相关研究 (6)
第3章研究设计 (9)
3.1研究问题 (9)
3.2研究对象 (9)
3.3研究工具 (9)
3.3.1调查问卷 (9)
3.3.2访谈提纲 (10)
3.3.3写作测试卷 (10)
3.4数据收集与分析 (10)
3.4.1数据收集 (10)surprid是什么意思
3.4.2数据分析 (11)
第4章行动实施 (15)
4.1第一轮行动 (17)
4.1.1第一轮行动方案 (18)
4.1.2第一轮方案实施 (18)
家居用品英文4.1.3第一轮行动反思 (20)
4.2第二轮行动 (21)
neptune4.2.1第二轮行动方案 (21)
4.2.2第二轮方案实施 (21)
4.2.3第二轮行动反思 (23)
第5章研究结果与讨论 (25)
5.1输出驱动教学模式对学生学习英语写作的兴趣的影响 (25)
5.2输出驱动教学模式对学生学习英语写作的成绩的影响 (29)
第6章结论 (32)十大网络流行语
6.1主要发现 (32)
6.2教学启示 (33)
6.3不足之处 (34)
参考文献 (36)
附录A (38)
附录B (40)
附录C (42)
在学期间公开发表论文及著作情况 (43)
punk致谢 (44)
