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文章体裁对高中生读后续写协同效应的影响研究

ABSTRACT第6-7页
摘要第8-12页
ABBREVIATIONS第12-14页
CHAPTER ONE INTRODUCTION第14-17页
    1.1 Background of the Study第14页
    1.2 Research Questions第14-15页
    1.3 Significances of the Study第15-16页
    1.4 The Organization of the Thesis第16-17页
CHAPTER TWO LITERATURE REVIEW第17-38页
    2.1 Alignment and language learning第17-22页
        2.1.1 Concept of alignment第17-18页
        2.1.2 Alignment at different levels第18-20页
        2.1.3 Routes to alignment第20-21页
        2.1.4 Alignment and language learning第21-22页
    2.2 Reading-to-writing tasks第22-30页
        2.2.1 Reading-to-writing tasks theories第23-25页
        2.2.2 Reading-to-writing task skills第25-27页
        2.2.3 Factors affecting reading-to-writing performance第27-28页
        2.2.4 Advantages of adopting reading-to-writing tasks第28-29页
        2.2.5 Suggestions for assessment第29-30页
    2.3 Text types and reading-to-writing tasks第30-38页
        2.3.1 Text types第31-36页
        2.3.2 Text types and reading-to-writing tasks第36-38页
CHAPTER THREE RESEARCH DESIGN第38-44页
    3.1 Hypotheses and research questions第38页
    3.2 Participants第38-39页
    3.3 Research Instruments第39-40页
    3.4 Materials and procedures第40-44页
        3.4.1 Materials第40-43页
        3.4.2 Procedures第43-44页
CHAPTER FOUR RESULTS AND DISCUSSION第44-55页
    4.1 Error frequency and word keyness第44-46页
    4.2 Effects of text types on alignment in reading-to-writing tasks第46-51页
    4.3 Effects of text type knowledge on alignment in reading-to-writing tasks第51-55页
CHAPTER FIVE CONCLUSION第55-57页
    5.1 Major findings and suggestions第55-56页
    5.2 Limitations and future expectations第56-57页
REFERENCES第57-63页
APPENDICES第63-80页
    Appendix Ⅰ: Interview(Students)第63-69页
    Appendix Ⅱ: Interview(Teachers)第69-72页
    Appendix Ⅲ: Reading material-narrative第72-73页
    Appendix Ⅳ:Reading material-argumentation第73-74页
    Appendix Ⅴ:Lesson plans第74-78页
    Appendix Ⅵ: Students' writing samples第78-80页
ACKNOWLEDGEMENT第80页

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