實驗研究關(guān)于通過閱讀英文報紙?zhí)岣哂⒄Z寫作能力.pdf

1、Writing, considered as all indispensable part of English leaming. remains a notoriously weak component of English language teaching in middle schools. Consequently, the English writing ability of middle school students i

2、n China has long been staying poor as astriking deficiency in their writing, which is frequently revealed in their inter language full of expressions with Chinese characteristics. In order toimprove the teaching of Engli

3、sh writing, a substantial body of research has been devoted to the the oretical and pedagogic aspects of hisarea,exploring problems in students' English writing and examining major barriers in the development of their wr

4、iting ability. However, fewempirical studies in this area have focused on senior middle school students and it is necessary to conduct a study with a sample selected from them.
　　 Attempting to investigate the diffic

5、ulties and problems of seniormiddle school students in English writing, this study is devoted toexploring the possibility of utilizing English newspaper reading(ENR) in English writing classes to develop students'English

6、 writing skills. It ismotivated with second language acquisition theories, among which are Krashen's Input Hypothesis and Swam's output Hypothesis. The former stresses the crucial role of a large amount of comprehensible

7、 input while the latter advocates the driving force of comprehensible output inpushing leamers' development of productive skills.
　　 This study develops all experiment design with the aim to seekanswers to the follow

8、ing questions: 1)Can ENR arouse. students'writinginterest? 2)Can ENR enrich students'productive vocabulary? 3)Can ENRenhance the students'ability in textual organization? The subjects were110 Senior-One students in two c

9、lasses of Shiji Middle School in ZhunGeer, with one assigned as the experimental class and the other asthe control class. They participated the study from September, 2004 to April, 2005. In the study, the two classes too

10、k the pretest, posttest anddelayed test of English writing. Meanwhile, the students in theexperimental class were asked to complete a question naire and were interviewed before and after the experiment. The collected dat

11、a wereanalyzed through Statistic Description and Independent-samples T-tests inSPSS 11.5. The statistic analyses of the data collected from the experimental class and the control class generate the major findings: 1)The

12、ENRactivities were enthusiastically accepted by the students in the experimental class with great interest both in reading and writing. 2)The ENR activities enabled the students in the experimental class to leamEnglish v

13、ocabulary more effectively. 3)The ENR activities raised the students' awareness of discourse and helped them significantly improvetheir discourse organization skills in writing. The results of the T-testfurther reveal th

14、at the students in the experiment significantlyoutperformed those in the control class in all the measurements. After examining these research findings of this experiment, greatinsight has been gained into English langua

15、ge teaching in middleschools, which will significantly benefit both the teaching of reading andthe teaching of writing: First, a great quantity of authentic languageinput proves to underlie the development of students'En

16、glishproficiency. Therefore, it is desirable to substantially increase such inputin English language teaching. Second, the integration of reading andwriting has been witnessed as all effective approach to the development

17、of students'English writing ability. It is expected to strengthen theintegration of the teaching of reading and that of writing in pedagogicpractice to optimize the teaching of English writing. Third, the adoptionof Engl

18、ish newspaper reading for maximizing the functioning of writingclasses is found to be remarkably effective in cultivating students capability of using English comprehensively. It is advisable to do further research on th