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    Present research on the relevance of reading and writing at home and abroad

    发布时间:2019-07-22 来源:www.taonan8.net  作者:博硕论文辅导网

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    Present research on the relevance of reading and writing at home and abroad

    For a long time, many linguists attach the importance to the research of reading and writing. 'Widdowson mentioned in his Teaching Language as Communication that reading and writing can be integrated in teaching. A large number of researches were made to reflect the relationship of reading and writing. They interrelate closely and influence each other. zBracewell and Frederiksen (1982) proposed "Writers must first be readers". They believed that the process of writing demanded high reading, writing and thinking  skills.  Recently  several  second  language  acquisition  researchers  have systematically argued that the function of the second language learners' production is not only to enhance fluency and indirectly generate more comprehensible input, but also to facilitate second language learning妙providing learners with opportunities to produce comprehensible output (Krashen,1985;Long,1982). Learners achieved this by moth尔ng  and approximating their production towards the successful use of the target language (Swain, 1995). That is to say, it is undoubtedly that reading as an input, was the foundation of writing (output). And on the other hand, writing (output) was the result of reading (input).  Eisterhold in1990stated that reading in the writing classroom  is understood as the appropriat input for acquisition of writing skills because it is generally assumed that reading passages will somehow function as primary models from which writing skills can be learned, or at least inferred. In 2005, Clouse claims writing responses to reading, and the more learners read, the more they become sensitive to reader's needs. All these statements indicated strong relationships between reading and writing, the students who wrote well also read well. Also, there are many empirical studies into the effects of writing teaching method. In 1990, 3Hafiz and Tudor chose some secondary school pupils at the age of 15 and 16 in Pakistan to make a study finding that graded readers did better in an essay writing test compared to those receiving no reading training. Esmaeili (2002) investigated the role of reading in a writing task by focusing on the test-takers' process when finished the task. By analyzing writing strategies through a post-task questionnaire and interview, he found that reading played a vital role and concluded that for integrated tasks, examining participants' writing strategies, overall, reveals how writing involves reading. In fact, one can hardly regard reading and writing as stand-alone skills." Meanwhile, some researches also indicated that improving writing competence by reading has a great reflection on students' writing skills, thinking and strategies.  4Widdowson (1978} argued writing and reading were typical communicative activities, and writing can be described as a productive ability and reading a receptive one. From improving writing competence by reading, learners can master the writing skills through reading, and moreover, learners can also learn about the reading skills through writing. In 2005, Hyland pointed that "reading and writing are basic resources which help to construct our relationships with others and understand our experience of the world, and as well they are centrally involved in the   ways we negotiate, construct and change our understanding of our society and ourselves" (Hyland,2005:57).
        There are a nunnber of scholars and educators who did a lot of research on writing in China. SXie Weina drew some conclusions in her study in 1994. She pointed out that reading should not be separated from writing in the practice of teaching because they were closely connected to each other. In her opinion, writing is actually a stimulation process of reading, because the reader must play the role of writers and understand the writer's intention in the process of reading. She also stated that "One should learn to read through writing and learn to write through reading." Xie Weina's analysis on the relationship of reading and writing is that the writing process is to simulate the process of  readers; reading process is an analog process of writing. She thinks the writer has to be two kinds of jobs of writer and reader. According to cognitive psychology point of view, on the one hand, to improve the language proficiency of the language is based on a lot of input, especially a large number of reading basis; One the other hand, the output of linguistic knowledge can effectively promote the language knowledge. -Zheng Xiaojuan (2000), and Song Xining (2001) put forward that in the teaching process of reading, English teacher should pay  enough attention to the cultivation of the students' writing competence. And the improving writing competencereading proved to be possible and effective in their studies. Chen Ping' research on the dialectical relationship between reading and writing   also shows that reading and writing are relatively independent,  interdependent and complementary. In 2000, Wang Churning carried on a teaching experiment on the base of Swain's "Output Hypothesis to improve the students' English competence through  writing long compositions." The results show that the improving of language application ability is based on a large number of language input and the ou中ut of language knowledge can promote the internalization of language knowledge effectively. Qian Jianwei (2008) compared the effectiveness of Reading-based Writing Instruction and traditional knowledge-based Writing Instruction on improving English majors' writing performance and found reading-based writing instruction produces a better teaching outcome in the special research context, because it can improve students' writing ability from more aspects. All the studies mentioned above mainly focus on improving language learners' writing competence and enhancing language learning through writing freely. Even though they made progress in improving language learners' composition writing, they neglected the effects of the teachers' writing strategic guide on reading. This thesis aims to carry out an experimental ability in the process of teaching English reading in junior high schools. Students are required to utilize various skills, such as planning, drafting, revising and so on, to complete the writing task.

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