我的硕士论文运用句子合成法提高高中生英语写作.

AStudyontheApproachofSentence-CombininginSeniorHighSchoolEnglishWritingClassLiuZhenhaiProf.YanPing，SupervisorContents•ChapterOneIntroduction•ChapterTwoLiteraturereview•ChapterThreeResearchmethodology•ChapterFourDatacollectionandanalysis•ChapterFiveConclusionChapterOneIntroduction•1.1CurrentsituationofEnglishwritingteachinginSeniorHighSchool•Table1MeanT-unitlengthinthestudents’writingeachphaseThefirstsemesterinGradeOneThesecondsemesterinGradeOneThefirstsemesterinGradeTwoThesecondsemesterinGradeTwoClauselength6.155.865.825.79Clausenumber1.291.371.411.42TheaveragelengthofT-unit7.93358.02828.20628.2218ChapterOneIntroduction•1.2Purposeofthestudy•Thethesisisanattemptedefforttoseewhethersentence-combiningapproachcanimprovestudents’syntacticmaturityinhighschoolEnglishwritingclass.ChapterTwoLiteraturereview•2.1ThestudyofimprovingEnglishwritingability•throughsentence-combiningathomeandabroad•2.2DefinitionofT-unit•2.3Definitionofsentence-combining•2.4Theoreticalbasisofsentence-combiningapproach•2.5ThreemajorcontrastsbetweenEnglishand•Chinesesentencestructures•2.6SentencepatternsofEnglishwritingsChapterThreeResearchmethodology•Hypotheses•1.Whatareseniorstudents’attitudestowardssentence-combiningapproach?•2.Whatistheeffectofsentence-combiningonsyntacticmaturity?ChapterThreeResearchmethodology•Subjects•ThesubjectsoftheexperimentsarestudentsofGrade3inSuizhongLiweiSeniorHighSchool.Therearefourclasses,265studentsparticipateinthisstudy,andtheyareClassA,ClassB,ClassCandClassD.Thelatestfinalexaminationshowsthereisnosignificantdifferenceintermsoftheirover-allEnglishlevel.•Afterallthepre-testpassageswerehandedin,thenumberofmeanwordsperT-unitwascalculated.•Weremovetheclassesofthehighestandthelowestscore.Sotheresttwoclassesarerandomlyassignedastheexperimentalgroupandthecontrolgroup;70studentsinClassAarerandomlyassignedastheexperimentalgroupwhoreceivessentence-combiningapproachand65studentsinClassBarerandomlyassignedasthecontrolgroupwhoreceivestraditionalteachinginclass.ChapterThreeResearchmethodology•Researchinstruments•Writingtests•T-unitlength•Questionnaire•InterviewChapterThreeResearchmethodology•Procedures•Pre-test•Teachingprocedures•Post-testChapterFourDatacollectionandanalysis•4.1Dataanalysisofwritingtests•DataanalysisofthelengthofT-unitinpre-testpaperClassA（EG）ClassB（CG）Clauselength5.956.01Clausenumber1.381.37T-unitlength8.2118.2337ChapterFourDatacollectionandanalysis•DataanalysisofthelengthofT-unitinpost-testpaperClassA(experimentalgroup)ClassB(controlgroup)Clauselength5.935.91Clausenumber1.641.47T-unitlength9.72528.6877ChapterFourDatacollectionandanalysis•4.2DataanalysisofquestionnaireDatastatisticsofQuestionnaireABCDItemEGEGEGEG129.50%15.90%40.90%13.70%225%36.40%31.80%6.80%331.40%41.80%17.70%9.10%426.40%28.60%40.50%4.50%538.60%34.10%27.30%0.00%66.80%36.40%25.30%4.50%766.40%31.10%2.50%0.00%816.80%50.90%23.20%9.10%925%29.50%20.50%25%1013.60%40.90%45.50%0.00%ChapterFourDatacollectionandanalysisDatadistributionofthequestionnaire0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%12345678910itempercentageAEGBEGCEGDEGChapterFourDatacollectionandanalysis•4.3Analysisofinterview•Aninterviewhasbeencarriedoutaftertheexperiment.Acasualtalkhasbeenarrangedintheteacher’sofficeandsomestudentsareinvitedtotakepartindiscussingtheirstudiesinschool,confiningnotexclusivelytoEnglishlearning.TheteacheralsotriestofirstintroducetopicsconcerningstudiesinothersubjectsandthengraduallyshiftstotalkaboutthenewteachingmodelinEnglishlearningafterthosestudentshavereducedtheirtensionsandbegantofeelfreetotalk.ChapterFiveConclusion•5.1Majorfindings•1)Theaimofquestionnaireusedafterpost-testistoinvestigatetheexperimentalsubjects’interests,attitudes,theirmotivationtowardssentence-combiningapproach,requirementsandtheiropinionsonthecurrentwritingteachingmethodtheyreceived.Allanalyticalresultscometothepointthatthenewteachingmodel----sentence–combiningisamoreeffectivewaytoimprovethestudents’syntacticmaturitythantraditionalwritingteaching.•Throughtheinterview,weknow,thereissignificantdifferencebetweenexperimentalgroupandcontrolgroupintheattitudes,motivationandcognitivelevelforsentence-combining.•2)Thereissignificantdifferencebetweenexperimentalgroupandcontrolgroupinsyntacticmaturity;theT-unitlengthofexperimentalgroupishigherthancontrolgroup.ChapterFiveConclusion•5.2Limitationsofthestudy•1.Althoughtheexperimentalgroupandcontrolgrouparerandomlyassigned,itisalsodifficulttoavoidotherfactorsinterferingwiththelearningprocessandtheresults.•2.Thesamplesofthesubjectsarenotlargeenough.•3.Accordingtotheinstructorinvolvedintheexperiment,afewstudents,especiallythosewithpoorEnglish,refusedtowritecompositionandasaresulttheydidnotmakemuchprogressinwriting.•4.Tomaintainthewritingteachinginitspropersequenceandcontinuityisofgreatsignificanceforgettingthereliabledata.Thepresentexperimenthasbeencarriedonlyforsixmonths.Oneortwoacademicyearisrecommended.ChapterFiveConclusion•5.3Implicationforthestudy•1.Designingwritingtasksisalsoanessentialfactorinthepresentstudy.Itcanhelparousetheinterestsand