开题报告范文英语专业用Word格式文档下载.docx

开题报告范文英语专业用Word格式文档下载.docx

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0403010102

专业：

英语专业

指导教师姓名（职称）：

陆云（教授）

教务处制

二〇一二年一月

XXXXXXXX学院

本科毕业论文（设计）开题报告

题　目

FromReadingtoWriting:

anEffectiveandPracticalApproachinImprovingStudents’EFLWritinginSeniorHighSchools

题目类型

囗　理论研究　　

　应用研究　　囗　设计开发　　囗　其他　

命题来源

囗　教师命题　　

　学生自主命题　　囗　教师科研课题

拟完成时间

2008年4月25日

一、选题依据及意义（不少于300字）

English,especiallyEnglishreadingandwriting,hasbecomeaneffectivemeanstogetaccesstoallkindsofinformationandanindispensablemeansofinternationalcommunication.Asamatteroffact,EnglishwritingarevitaltoourindividualdevelopmentbecauseithasbeenappliedmoreandmoreinbothourEnglishstudyandfuturework.

However,accordingtomypersonalwritingexperienceandteachingpracticeexperienceinBobaiMiddleschool,Ifoundthatthestudents’EFLwritingabilityisnotsoencouragingandsatisfactoryinseniorhighschoolsthoughtheyhavelearnedEnglishforseveralyearsinprimaryandmiddleschool.NotafewofthemdoverypoorinapplyingEnglishtoexpresstheirideas,thoughts,feelings,etc.inEFLwriting.Someofthemevencannotproduceasinglecorrectsentenceintheircompositions.Thosestudentsmayactuallyhavesomethingtowrite,buttheyjustcannotexpressitcorrectlyandappropriatelyinEnglish.Ononehand,theydonotgraspsufficientactivevocabulariestoexpressthemselves.Ontheotherhand,theylacksenseofsentencestructureandcompositionstructuretodeveloptheircomposition.Thelastbutnotleast,theydon’tknowhowtoapplythematerialstheyhavereadtoimprovetheirwritingabilitythoughtheyhavereadalot.

Therefore,it’snecessaryandurgenttofindaneffectiveandpracticalapproachtosolvethepoorperformanceinthestudents’EFLwritingandimprovetheirwritingability.Manyscholarshaveprovedthatthereisastrongrelationshipbetweenreadingandwriting.Fromreadingtowritingcaneffectivelyenlargethestudents’amountofvocabulary,cultivate

theirsenseofsentencestructureandcompositionstructure,enrichtheirwritingmaterialsandpromotetheirabilityinusingwordsandsentences.Therefore,fromreadingtowritingapproachishighlyadvocatedinimprovingEFLwritinginseniorhighschools.

二、研究目标与主要内容（含论文（设计）提纲，不少于500字）

1．研究目标：

AccordingtotheNewCurriculumStandardsforseniorhighschools,listening,speaking,readingandwritingarefourbasicskillsandrequirementsforthestudents.However,thestudents’EFLwritingabilityinseniorhighschoolsisnotsopleasantandencouraging.TheprevalentEFLwritingapproaches（theproductapproachandtheprocessapproach）inseniorhighschoolsdonotdomuchgoodtoimprovestudents’writingability.Thisstudyaimstocomparethesetwoapproacheswithfromreadingtowritingapproachandshowtheadvantagesofapplyingfromreadingtowritingapproachinseniorhighschools.

Fromreadingtowritingapproachadvocatesthatwritingshouldbeintegratedwithreadingsothatthestudentscanenlargetheirvocabularyinreading,learnhowtouselanguageappropriately,howtoapplytheirbackgroundknowledge,howtoarrangethesentences,howtoorganizethecomposition,howtoachievecoherenceandunityandhowtoactivatetheirmindwhenwriting.Inthisway,thestudentscanimprovetheirwritingabilityeffectivelyandefficiently.Therefore,thethesistriestoanalyzethepresentreadingandwritingsituationinseniorhighschools,expoundthenatureofreadingandwriting,discussthenecessityandfeasibilityofreadingtowritingapproach,showtheapplicationofreadingtowritingapproachinEFLwritingpracticeandprovetheeffectivenessandpracticalityofreadingandwritingapproach.

2．主要内容（提纲）：

1.Introduction

2.ThepresentsituationofEnglishwritinginseniorhighschools

3.Thenatureofreadingandwriting

3.1Thenatureofreading

3.2Thenatureofwriting

4.Therelationshipbetweenreadingandwriting

4.1Readingpavesthewayforwriting

4.2Writingpromotesreading

5.Thenecessityandfeasibilityofreading-to-writing

5.1Thenecessityofreading-to-writing

5.2Thefeasibilityofreading-to-writing

6.Theadvantagesofapplyingreading-to-writingapproach

6.1Thedefinitionofreading-to-writingapproach

6.2Acomparisonofreading-to-writingapproachwithproductapproachandprocessapproach

7.Theapplicationofreading-to-writingapproach

7.1Theprinciplesofapplyingreading-to-writingapproach

7.1.1Payingequalattentiontoreadingandwriting

7.1.2Payingequalattentiontointensivereadingandextensivereading

7.2Theselectionofgoodreadingmaterials

7.3Waysofadaptingreading-to-writingapproach

7.3.1Pre-writingreading

7.3.2Writingfromreading

7.3.3Post-writingreadingandrewriting

三、研究方法和手段

（1）研究方法

1.Literatureresearchmethod:

readrelevantbooks,journalsandnetsforresearch

2.Comparativeanalysismethod:

comparetheproductapproachandtheprocessapproachwithfromreadingtowritingapproachandshowtheadvantagesoffromreadingtowritingapproach.

（2）研究手段

Collect,sortandsearchbooks,journalsanddatesfromthelibraryandontheinternet.

四、参考文献目录（作者、书名或论文（设计）题目、出版社或刊号、出版年月或出版期号）

[1]JudithOster.1984.FromReadingtoWriting:

ACompositionTextwithReadingforEnglishasaSecondLanguage

[M].Columbus:

ABell&

HowellCompany.

[2]JudithA.Standford.2000.DevelopingConnections:

ShortReadingforWriters（SecondEdition）[M].California:

MayfieldPublishingCompany.

[3]蔡明德.论英语阅读教学对写作的影响及教学启示[D].华中师范大学,2003.

[4]陈立平.从阅读与写作的关系看写作教学中的范文教学[J].外语与外语教学,2001,（04）.

[5]陈昕.浅谈英语阅读与写作的关系[J].科技信息（科学教研）,2008,（01）.

[6]高利华.英语写作教学中结果法与过程法的对比研究[J].大同职业技术学院学报，2003,（03）.

[7]刘上扶.英语写作论[M].南宁:

广西教育出版社,1998.

[8]刘烨.以读促写在高中英语写作教学中的应用研究[D].西北师范大学,2006.

[9]罗静.英语教学以读促写教学法新探[J].现代技能开发,2003,（03）.

[10]王蔷.英语教学法教程[M].北京:

高等教育出版社,2000.

[11]韦岩峰.提高英语阅读能力的有效途径[J].青海师范大学学报（哲学社会科学版）,2004,（06）.

[12]相廷礼.EFL阅读与写作能力的相关性分析[D].山东大学,2007.

[13]肖福寿.英语写作教学的原则与策略[M].上海:

上海大学出版社,2007.

[14]谢薇娜.谈阅读与写作的交融性[J].外语教学,1994,（04）.

[15]熊杰.高中英语阅读教学中结合写作练习提高学生写作能力的研究[D].西北师范大学,2006.

[16]中华人民共和国教育部制订.全日制义务教育普通高级中学英语课程标准（实验稿）[M].北京：

北京师范大学出版社，2003.

五、文献综述（在对选题涉及的研究领域的文献进行广泛阅读或调查的基础上，对该领域的研究现状、发展动态等内容进行综述，并提出自己的见解和研究思路。

不少于700字）

Itisnecessaryandcompulsorytolearnaboutthepriorstudiesaboutthisthesis,sincetheyarehelpfultomakethisstudymorepersuasiveandcreative.

LiuYe（2006）pointsoutthatEnglishasaforeignlanguagehasbecomeasureaccesstoinformationofallsortsandanindispensablemeansofinternationalcommunication.Besides,healsosaidthatwiththeshiftfromtheabilityofmanipulatingthelinguisticstructuretotheabilityofusingthelanguagetocommunicateinwritten/spokenformsinEnglish,EFLwritingwasconsideredasatoolforpeopletocommunicateinarealsituation.XiongJie（2005）alsopointsoutthatbothreadingandwritingarepowerfulandhighlyindividualtoolsforthinking,learninganddiscovering,andbothperformthefunctionofcommunication.JudithOster（1984）pointsoutinhisbookFromReadingtoWriting:

ACompositionTextwithReadingforEnglishasaSecondLanguage:

“Readingputsusintouchwithothermindsandfeelingsandexperiences.Wealsoexperiencethewaysinwhichthewritershaveorganizedinformation,chosenwords,structuredarguments.Wecanseehowwellagoodwriterexpresseshimself;

whatmakesthatwritingsoeffective,whatwecanlearnfromit.Readinggivesusideaswemaynothaveimagined,informationwemaynothavehad……Itmaystimulateustothink,tofeel,toread,oreventoargueagainstthewriter’sview”.

Fromthestudiesabove,wecanseethatEnglishreadingandwritingareveryimportanteveryone’sindividualdevelopment.

TherearemanyEFLwritingapproaches,amongwhichtheprocessapproachandtheproductapproacharethetwoprevalentones.WangQiang（2000）pointsoutthattheproductapproachpaysgreatattentiontotheaccuracyofthefinalproductbutignorestheprocess.Theproductapproachisatraditionalone,whichfollowsthispattern:

theteachergivesatopic,asetofrequirements,andatimelimit—thestudentsfinishthetaskwithinthetimelimitandhandinthefinalproduct—theteacherevaluatesthestudents’compositions.LiuShangfu（1998）thinksthatthedisadvantagesoutweighitsadvantagesintheproductapproach.Theadvantageisthatthestudentscangetaclearideaofthestyle,organization,etc.ofthecomposition.Butthereareobviousdisadvantages:

thestudentsdon’tfeelfreetowritebecausethegiventopicwilllead

themtoimitate,copyortranslatethegivenmodelsormaterials;

theteachersmainlyevaluateandcorrectthewords,spellingsandgrammarsbutgiveveryfewcommentsafterthestudents’worksarehandedinand,mostimportantly,thestudentsusuallyputtheirworksasideafterhandeddown.Inthisway,theproductapproachdoeslittlegoodtoimprovestudents’writingabilitybecauseitonlytrainstheirusageofwordsandgrammarknowledgebutnotimprovestheirmindandsenseofwritingcomposition.

WangQiang（2000）considersthattheprocessapproachdoesnotonlypayattentiontowhatstudentsdowhiletheyarewritingbutalsoattachesgreatimportancetowhatthestudents（andtheteacher）dobeforetheystartwritingandaftertheyfinishwriting.LiuShangfu（1998）thinksthattheprocessapproachputsmuchemphasisonthestudents’writingprocessandhelptodiscover,analyzeandsolveproblemsinthestudentswritingprocess.Inprocessapproach,writingisaprocessofbrainstorming,outlining,drafting,sharing,revisingandevaluating.Inthisapproach,thestudentscanfeelf