模仿英語(yǔ)范文宏觀結(jié)構(gòu)和詞塊對(duì)非專(zhuān)業(yè)英語(yǔ)大學(xué)生英語(yǔ)寫(xiě)作能力的影響.pdf

1、西北師范大學(xué)碩士學(xué)位論文模仿英語(yǔ)范文宏觀結(jié)構(gòu)和詞塊對(duì)非專(zhuān)業(yè)英語(yǔ)大學(xué)生英語(yǔ)寫(xiě)作能力的影響姓名：何瑛申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：課程與教學(xué)論指導(dǎo)教師：武和平2008-05-29ii Abstract This thesis reports an empirical study on the effects of model-imitation practice in the teaching of writing to 82 freshmen

2、in non-English majors in their first semester at Gansu Political Science and Law Institute. The goal of the research was to examine the effect of model-imitation practice to non-English majors’ writing ability by imitati

3、ng lexical chunks and macro-structure. The arguments in the previous studies had focused on whether model-imitation was an effective way in teaching writing or not. The theories of behaviorism, neurology and product app

4、roach confirms the positive role of imitation in language learning. Practically, many people find advantages of using models in the teaching of writing. In view of the existing conflicts and the drawbacks of relative em

5、pirical studies, two research questions were addressed in the thesis: (1). Is model-imitation practice a more effective way than non- model-imitation practice in teaching overall ability as well as the accuracy, fluency

6、and complexity of English writing of the non-English majors in Chinese university? (2).Is model-imitation practice positive to teaching writing in changing the students’ attitudes and beliefs towards writing? In order to

7、 answer these two questions,, the study undertook a Pretest/Posttest nonequivalent groups design and used two classes from the university -- the Espionage Studies Class (44 subjects) and the Chinese Language and Literatu

8、re Class (38 subjects) as respectively the experimental group (EG) and the control group (CG). The pretest and posttest were designed to measure the subjects’ English writing performance, i.e., the accuracy, fluency and

9、 complexity of English writing. The independent samples t-test in the posttest revealed that the students in the experimental group have improved their writing significantly on 8 indexes of their writing ability in the

10、posttest. Thus, the research hypothesis had been confirmed, i.e., the students in EG achieve a great improvement on the comprehensive English writing proficiency, especially on their writing fluency and accuracy, after t