开题报告范文(英语专业用).pdf

广西师范学院师园学院广西师范学院师园学院 本科毕业论文本科毕业论文 设计设计 开题报告开题报告 系系 院 院 外国语言文学系外国语言文学系 届届别 别 20082008 届届 姓姓名 名 黎泽峰黎泽峰 学学号 号 04030101020403010102 专专业 业 英语专业英语专业 指导教师姓名指导教师姓名 职称职称 陆云 教授 陆云 教授 教 务 处 制 二 一二 年 一 月 XXXXXXXX 学院学院 本科毕业论文 设计 开题报告本科毕业论文 设计 开题报告 题目 From Reading to Writing an Effective and Practical Approach in Improving Students EFL Writing in Senior High Schools 题目类型囗理论研究 应用研究囗设计开发囗其他 命题来源囗教师命题 学生自主命题囗教师科研课题 拟完成时间2008 年 4 月 25 日 一 选题依据及意义 不少于 300 字 English especially English reading and writing has become an effective means to get access to all kinds of information and an indispensable means of international communication As a matter of fact English writing are vital to our individual development because it has been applied more and more in both our English study and future work However according to my personal writing experience and teaching practice experience in Bobai Middle school I found that the students EFL writing ability is not so encouraging and satisfactory in senior high schools though they have learned English for several years in primary and middle school Not a few of them do very poor in applying English to express their ideas thoughts feelings etc in EFL writing Some of them even cannot produce a single correct sentence in their compositions Those students may actually have something to write but they just cannot express it correctly and appropriately in English On one hand they do not grasp sufficient active vocabularies to express themselves On the other hand they lack sense of sentence structure and composition structure to develop their composition The last but not least they don t know how to apply the materials they have read to improve their writing ability though they have read a lot Therefore it s necessary and urgent to find an effective and practical approach to solve the poor performance in the students EFL writing and improve their writing ability Many scholars have proved that there is a strong relationship between reading and writing From reading to writing can effectively enlarge the students amount of vocabulary cultivate their sense of sentence structure and composition structure enrich their writing materials and promote their ability in using words and sentences Therefore from reading to writing approach is highly advocated in improving EFL writing in senior high schools 二 研究目标与主要内容 含论文 设计 提纲 不少于 500 字 1 研究目标 研究目标 According to the New Curriculum Standards for senior high schools listening speaking reading and writing are four basic skills and requirements for the students However the students EFL writing ability in senior high schools is not so pleasant and encouraging The prevalent EFL writing approaches the product approach and the process approach in senior high schools do not do much good to improve students writing ability This study aims to compare these two approaches with from reading to writing approach and show the advantages of applying from reading to writing approach in senior high schools From reading to writing approach advocates that writing should be integrated with reading so that the students can enlarge their vocabulary in reading learn how to use language appropriately how to apply their background knowledge how to arrange the sentences how to organize the composition how to achieve coherence and unity and how to activate their mind when writing In this way the students can improve their writing ability effectively and efficiently Therefore the thesis tries to analyze the present reading and writing situation in senior high schools expound the nature of reading and writing discuss the necessity and feasibility of reading to writing approach show the application of reading to writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach 2 主要内容 提纲 主要内容 提纲 1 Introduction 2 The present situation of English writing in senior high schools 3 The nature of reading and writing 3 1 The nature of reading 3 2 The nature of writing 4 The relationship between reading and writing 4 1 Reading paves the way for writing 4 2 Writing promotes reading 5 The necessity and feasibility of reading to writing 5 1 The necessity of reading to writing 5 2 The feasibility of reading to writing 6 The advantages of applying reading to writing approach 6 1 The definition of reading to writing approach 6 2 A comparison of reading to writing approach with product approach and process approach 7 The application of reading to writing approach 7 1 The principles of applying reading to writing approach 7 1 1 Paying equal attention to reading and writing 7 1 2 Paying equal attention to intensive reading and extensive reading 7 2 The selection of good reading materials 7 3 Ways of adapting reading to writing approach 7 3 1 Pre writing reading 7 3 2 Writing from reading 7 3 3 Post writing reading and rewriting 三 研究方法和手段 1 研究方法研究方法 1 Literature research method read relevant books journals and nets for research 2 Comparative analysis method compare the product approach and the process approach with from reading to writing approach and show the advantages of from reading to writing approach 2 研究手段研究手段 Collect sort and search books journals and dates from the library and on the internet 四 参考文献目录 作者 书名或论文 设计 题目 出版社或刊号 出版年月或出版期号 1 Judith Oster 1984 From Reading to Writing A Composition Text with Reading for English as a Second Language M Columbus A Bell what makes that writing so effective what we can learn from it Reading gives us ideas we may not have imagined information we may not have had It may stimulate us to think to feel to read or even to argue against the writer s view From the studies above we can see that English reading and writing are very important everyone s individual development There are many EFL writing approaches among which the process approach and the product approach are the two prevalent ones Wang Qiang 2000 points out that the product approach pays great attention to the accuracy of the final product but ignores the process The product approach is a traditional one which follows this pattern the teacher gives a topic a set of requirements and a time limit the students finish the task within the time limit and hand in the final product the teacher evaluates the students compositions Liu Shangfu 1998 thinks that the disadvantages outweigh its advantages in the product approach The advantage is that the students can get a clear idea of the style organization etc of the composition But there are obvious disadvantages the students don t feel free to write because the given topic will lead them to imitate copy or translate the given models or materials the teachers mainly evaluate and correct the words spellings and grammars but give very few comments after the students works are handed in and most importantly the students usually put their works aside after handed down In this way the product approach does little good to improve students writing ability because it only trains their usage of words and grammar knowledge but not improves their mind and sense of writing composition Wang Qiang 2000 considers that the process approach does not only pay attention to what students do while they are writing but also attaches great importance to what the students and the teacher do before they start writing and after they finish writing Liu Shangfu 1998 thinks that the process approach puts much emphasis on the students writing process and help to discover analyze and solve problems in the students writing process In process approach writing is a process of brainstorming outlining drafting sharing revising and evaluating In this approach the students can feel free to express themselves get guidance from their teachers or peers experience every details of writing and broaden their mind But it still has its disadvantages it costs the students a lot of time and it does no good to the students to form a habit of writing in a limit time That is because the students usually have a heavy learning tasks in senior high schools and all kinds of examinations require the students to write in a given time As mentioned above we can see that the product approach and process approach are not so feasible and practical in English learning in senior high schools As a matter of tact the positive effects of combining reading to improve writing has been recognize for ages It can be testified by Chinese proverbs He who reads tremendously owns a gifted pen and You will become a poet yourself if you have read three hundred Tang poems thoroughly We can see that the integration of reading and writing in reading have long been used in native language learning and considered as an effective way in improving native language learning However the combination of reading and EFL writing in China has just begun Yang Jing 2003 made a study on improving students English writing ability through the course of comprehensive English She deemed that the course of comprehensive English played an important role in providing language knowledge as well as training in language skills Liu Ye 2006 points out that from reading to writing approach can motivate students into active reading and writing present a real life communicative situation and improving writing skills From the internal law of language development reading and writing skills were related closely The process of reading was actually the one that readers gained and internalized the information of language knowledge the process of input However the process of writing was the one that writers presented the knowledge that they had learned or acquired the process of output There was no doubt that reading input was the foundation of writing output And on the other hand writing output was the result of reading input All in all some scholars have expounded the possibility of integrating reading and writing on the perspective of theoretical explanation and empirical inference Some others have carried out experimental researches to testify the feasibility and efficiency of the integration of reading and writing In short researches both at home and abroad on EFL writing have made great contributions to this field This thesis lays its emphasis on the importance of preparing for writing in common English reading and practice writing in daily English learning proves the effectiveness and practicability of from reading to writing approach a