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时间:2020-11-12 01:47 来源: 代写essay

摘要:本文是一篇英语论文,本研究将济南市某高中高二年级的一个班学生作为研究对象。在研究过程中,笔者通过问卷调查了解实验前后学生英语写作兴趣、写作难易度及写作难点等的变化; 本文......

本文是一篇英语论文,本研究将济南市某高中高二年级的一个班学生作为研究对象。在研究过程中,笔者通过问卷调查了解实验前后学生英语写作兴趣、写作难易度及写作难点等的变化;

本文是一篇英语论文,本研究旨在将言语配置的新经济原则运用到高中英语写作教学中,提高学生的写作兴趣,教授写作策略,解决写作难点,从而提高学生写作成绩。研究通过问卷调查法、教学实验法及访谈法进行数据收集,通过 SPSS20.0 进行数据分析。

Chapter 1 Introduction

1.1 Research background
In  the  “General  Senior  High  School  English  Curriculum  Standards”  (2017 edition)  (hereinafter  referred  to  as  “curriculum  standards”),  clear  stratification requirements for English writing have been laid down. As for the compulsory course, the  curriculum  standards  requires  students  to  choose  the  appropriate  text  type, vocabulary,  grammatical  structure  and  formal  or  informal  language  according  to  the communicative  purpose.  As  regards  the  optional  compulsory  course,  students  are required  to  consciously  choose  and  use  language  according  to  their  intentions  and audience characteristics; they can design a reasonable discourse structure according to the  needs  of  expression.  As  for  the  optional  course,  the  curriculum  standards  put forward  higher  requirements.  It  requires  students  to  express  their  emotions  and thoughts  by  means  of  using  proper  words  and  sentences,  and  use  euphemisms  and vague words as needed.
From  the  requirements  of  the  curriculum  standards,  the  author  finds  that  these requirements  all  emphasize  the  importance  of  the  construction  of  structure  and  the logic in writing. How to express one’s views properly is the most important  point in writing. However, most students don’t have  the  awareness of  stylistic or text layout, and can’t use vocabulary appropriately. In addition, teachers generally focus on the correct use of words when conducting composition guidance, and pay little attention to students’ writing logic.
............................

1.2 Research significance
This  study  tries  to  apply  the  new  economic  principle  of  speech  allocation  to senior  high  school  English  writing  teaching,  and  has  the  theoretical  and  practical significance.
First  of  all,  the  application  of  the  new  economic  principle  of  speech  allocation can enrich the research theories. Through analyzing related studies, the author found that  most  of  the  scholars’  research  on  English  writing  focused  on  how  to  apply  a certain  teaching  method  to  the  teaching  of  writing.  The  teaching  methods  mainly include: genre teaching  method, process writing  teaching method  and so  on. Studies based on the pedagogy have been mature and also have achieved many achievements. However, there is less innovative theoretical support for English writing process. This study  refers  to  the  latest  achievements  of  writing  teaching  at  home  and  abroad, combines with the characteristics of writing teaching, and tries to apply the theoretical essence of the new economic principle to English writing teaching. As a theory of an interdisciplinary subject, the new economic principle of speech allocation can enrich the  theoretical  basis  on  the  studies  of  English  writing  teaching,  and  then  motivate more related research.
Secondly, the application of the new economic principle of speech allocation has great  significance for teachers’ teaching  and  research, as well as for students.  This study  seeks  to  provide  high  school  English  writing  teaching  mode  from  the perspective of new economic principle of speech allocation. By applying this principle to English writing teaching, frontline English teachers can better understand the spirit and essence of this principle and implement it in their practical teaching. Teachers can rely  on  this  mode  and  the  practical  cases  to  improve  the  effectiveness  of  English writing  teaching  and  then develop students’  English  writing  skills.  Besides,  teachers can  also  have  an  opportunity  to  find  more  research  perspectives  to  enrich  their teaching research. More importantly, under the guidance of teachers, this principle can be  used  by  students  themselves  and  applied  to  their  future  writing. 
...............................

Chapter 2 Literature Review

2.1 Studies on new economic principle of speech allocation at home and abroad
The  new  economic  principle  of  speech  allocation  gradually  developed  on  the basis  of  “economic  principle”.  The  economic  concept  in  linguistics  was  originally proposed to address redundancy (Xiang Mingyou, 2002). Many scholars at home and abroad have also made a lot of arguments on its connotation.
2.1.1 Studies abroad  
In 1949, George Kingsley Zipf, an American scholar, first proposed the concept of  “labor-saving  principle”  and  applied  it  to  the  study  of  language. He  found  that “short  words  in  language  are  obviously  more  popular  than  long  words”,  and  “the length of a word is inversely proportional to its number of occurrences, although the ration is not necessarily strict” (Zipf, 1949). At the same time, he also suggested that “saving  effort”  was  not  absolute,  and  the  labor  saving  in  one  aspect  may  lead  to laborious efforts on the other hand.
Based on Zipf’s “savings principle”, Martinet (1962) put forward the concept of “economic principle”. He believed that in language communication, the speaker needs to convey his own information and express his own ideas, so as to achieve a certain communicative purpose; besides, he must exert as little mental and physical strength as possible to achieve “the most labor-saving”. 
..........................

2.2 Studies on English writing process at home and abroad
Teaching writing has always been a difficult work in English teaching, which is time-consuming and slow in effect. This phenomenon has also attracted the attention of many scholars. Researchers have explored English writing from various levels and achieved  fruitful  results.  This  study  mainly  focuses  on  the  guidance  and  effect  of language  allocation  in  the  writing  process.  Therefore,  the  author  summarizes  the research on the writing process at home and abroad.
2.2.1 Studies on English writing process abroad
Wallace  Douglas,  a  professor  at  Northwestern  University  in  the  United  States, pointed  out  that  writing  was  a  process.  Writing  classes  should  teach  the  operating methods that constitute each step of the writing process. Therefore, he first proposed the  concept  of  “process  writing”  in  the  1970s.  Subsequently,  the  idea  of  process writing gradually spread.
In the 1980s, researchers of L2 writing, such as Zamel (1982), proposed that L2 writing should be regarded as a process of meaning discovery rather than focusing on surface  errors  and  linguistic  accuracy  of  finished  compositions.  Since  then,  the “process  approach”  revolution  had  been  launched  in  L2  writing  teaching,  and  the study of writing process had begun in succession.
...........................
Chapter 3 Theoretical Basis ............................ 12
3.1 The economics of language ................................. 12
3.2 The five criteria of the new economic principle of speech allocation ............... 13
Chapter 4 Research Design ............................... 16
4.1 Research questions ................................. 16
4.2 Research subjects ............................. 16
Chapter 5 Data Analysis and Discussion .............................. 25
5.1 Questionnaire results and discussion...................................... 25
5.1.1 Results and discussion on the changes of students’ interest and confidence in writing......................... 25

Chapter 5 Data Analysis and Discussion

5.1 Questionnaire results and discussion
The questionnaire consists of pre-experiment questionnaire and post-experiment questionnaire. The two questionnaires have the same dimension of statement, totaling 21  questions.  The  questionnaire  is  divided  into  four  parts:  writing  interest  and confidence  (1-6),  students’  anxiety  of  writing  (7-10),  difficult  points  in  writing (11-16),  writing  guidance  strategy  (17-21).  A  total  of  112  questionnaires  were distributed, 110 were returned, 102 were valid, and the effective rate was 91%.
5.1.1 Results and discussion on the changes of students’ interest and confidence in writing
In order to  study the  changes of students’ writing interest  (1-6 questions), the author  matched  the  pre-test  data  with  the  post-test  data  by  t-test.  The  results  of  the analysis are shown in Table 5-1, 5-2.


.............................

Chapter 6 Conclusion

6.1 Research findings
Based on the new economic principle of speech allocation, this study investigates the application of this principle in senior high school English writing teaching. In the course of the study, through the methods of questionnaire, test and interview, together with the participation of students in daily teaching, this study mainly  has two major findings as follows:
(1)  The  new  economic  principle  of  speech  allocation  has  certain  operability  in English  writing  teaching.  This  study  applies  the  five  criteria  of  the  new  economic principle  to  students’ writing teaching in the process of implementation, which can run  through  the  whole  process  of  writing.  The  five  criteria  of  the  new  economic principle can be used to guide students from the conception before writing, the layout of  the  writing,  and  to  the  choice  of  words  and  examples  in  writing.  In  addition,  the guiding content of this principle is simple, and students can understand it easily  and use  it  wisely.  All  of  these  findings  prove  that  the  new  economic  principle  can  be applied  to  the  teaching  of  English  writing  in  senior  high  schools,  and  it  has  certain operability.
(2) The new economic principle of speech allocation is effective in high school English  writing  teaching.  The  new  economic  principle  can  significantly  improve students’  writing  interest  and  confidence.  Under  the  guidance  of  this  principle, students  can  conceive  and  organize  ideas  according  to  the  five  criteria.  At  the  same time, through collaborative learning, the choice of words and examples can be used to comb  the  writing  ideas,  enhance  the  pleasure  of  writing,  and  then  stimulate  writing interest.  Because  of  the  guidance  of  specific  theories  and  methods,  students  can  be more rational in their writing, and thus enhance their confidence in writing.
reference(omitted)

[tesol里essay怎么写] 言语配置的新经济原则视角下高中英语写作研究http://www.0592w.com/lunwenfanwen/3582.html

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