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Title: A Corpus-based Empirical Study of Post-reading Sequel Writing Training in High School English from the Perspective of Discourse Coherence Theory
Abstract:
This empirical study aims to investigate the effectiveness of post-reading sequel writing training in high school English from the perspective of discourse coherence theory. The study utilizes a corpus-based approach to analyze and compare the coherence level of students' pre-training and post-training writings. The findings of this study can provide empirical evidence for the implementation and improvement of post-reading sequel writing training in high school English classrooms.
1. Introduction
Background and Significance
In recent years, there has been an increasing emphasis on teaching writing skills in high school English courses. Post-reading sequel writing training, which encourages students to continue a story or write a related piece after reading a text, is believed to be an effective way to improve students' writing and reading abilities. However, few empirical studies have been conducted to substantiate this claim. This study aims to fill this gap by examining the impact of post-reading sequel writing training on students' coherence in writing.
Research Questions
- Does post-reading sequel writing training improve students' coherence in writing?
- What are the differences in coherence levels between students' pre-training and post-training writings?
- What factors may affect the effectiveness of post-reading sequel writing training?
2. Theoretical Framework
Discourse Coherence Theory
Discourse coherence refers to the logical flow and connectivity of ideas and information within a text. The theory posits that coherence in writing is essential for effective communication and understanding. It suggests that coherence can be achieved through the use of cohesive devices, discourse markers, and logical organization of ideas.
3. Methodology
Participants
A total of 50 high school students from two different schools in the same city was selected for this study. They were divided into two groups: the experimental group (n=25) and the control group (n=25).
Training Procedure
The experimental group received post-reading sequel writing training for six weeks, while the control group received traditional writing instruction during the same period. The training focused on teaching students strategies for maintaining coherence and cohesion in their writing.
Data Collection
Pre-training and post-training writings were collected from both groups. A corpus-based analysis was conducted to measure the coherence levels of the writings using measures such as lexical cohesion, discourse markers, and organization of ideas.
4. Results and Discussion
Comparison of Coherence Levels
The analysis revealed that the experimental group showed a higher level of coherence in their post-training writings compared to their pre-training writings. The control group, however, did not show significant improvement in coherence.
Factors Influencing Effectiveness
Further analysis indicated that students' prior writing skills, motivation, and engagement in the training program influenced the effectiveness of post-reading sequel writing training. Students with lower writing skills initially benefited more from the training than those with higher writing skills.
5. Conclusion
This empirical study provides evidence that post-reading sequel writing training can significantly improve students' coherence in writing. The findings suggest that incorporating such training programs in high school English classrooms can enhance students' writing and reading abilities. Furthermore, the study identifies factors that can influence the effectiveness of the training, which can be considered in the design and implementation of future writing instruction programs.
Overall, this study contributes to the growing body of research on writing instruction and underscores the importance of discourse coherence theory in the teaching of writing skills. Further research can explore other aspects of writing development and investigate the long-term effects of post-reading sequel writing training in different educational settings.