关于写作技巧对提高中国14～15岁初中生英语写作能力的实效性研究外国语言学与应用语言学专业论文.docxVIP

II II 相结合的方法并结合河南省中招考试英语作文评分标准(见附表 6)。研究最终表明: 两个实验组在后期测试中的写作成绩得到明显提高，说明了写作技巧对于初中学 生写作水平的有效性:其次，通过对比两个实验组的后期测试的写作可以得出八 步写作技巧在改进初中学生文章结构、句子表述和语言组织上比 POWER 写作 技巧更为有效，因此八步写作技巧是促进中国 14-15 岁初中生英语写作最有效 的写作技巧。 关键词:八步写作技巧:POWER 写作技巧:有效性:14-15 岁初中生:写作要素 PAGE PAGE IV Abstract Language， as the main tool of cultural transmission and human communication， has been studied in multi-dimensional ways. Scientific interest in human communication as a main field of linguistic study has increased over the last two decades and research areas such as language acquisition and language ability have become more and more important. When it comes to language ability， Bachman has demonstrated that language ability has traditionally been considered， by language teachers and language testers alike， to consist of four skills: listening， reading， speaking， and writing (Bachman 1996: 74). As to the input and output of language， these four skills can be divided into two groups: listening and reading belong to input; while speaking and writing belong to the output of language. The increasing communication and exchange between China and the other countries makes English， the international language， more and more important. In China， teaching learners on listening， speaking and reading has drawn enough attention as well. However， considering the importance of writing ability and Chinese students weakness in English writing， this study aims to figure out the most efficient writing strategies by comparing the effectiveness of two strategies in practical writing tasks. The participants of this study are 14-15-year-old Chinese ESL learners who stay in transitional stage from junior high school to senior high school. Two writing strategies I selected in this study are Julias (in James 2000) 8-step writing strategy and Englerts (1991) POWER strategy. Both writing strategies are designed based on Hayes and Flowers (1989) theory of writing process but with different steps in guiding writing. According to