全英文開題報告

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全英文開題報告范文

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全英文開題報告范文

　　一、選題依據及意義(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、研究目標與主要內容(含論文(設計)提綱，不少于500字).

　　1.研究目標：

　　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.主要內容(提綱)：

　　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

　　不想長大

　　三、研究方法和手段。

　　(1)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 .

　　Collect, sort and search books, journals and dates from the library and on the internet.

　　四、參考文獻目錄

　　(作者、書名或論文(設計)題目、出版社或刊號、出版年月或出版期號).

　　[1] Judith Oster. 1984. From Reading to Writing: A Composition Text with Reading for English as a Second Language [M]. Columbus: A Bell & Howell Company.

　　[2] Judith A. Standford. 2000. Developing Connections: Short Reading for Writers (Second Edition) [M]. California: Mayfield Publishing Company.

　　[3] 蔡明德. 論英語閱讀教學對寫作的影響及教學啟示[D]. 華中師范大學， 2003.

　　[4] 陳立平. 從閱讀與寫作的關系看寫作教學中的范文教學[J]. 外語與外語教學， 2001,(04).

　　[5] 陳昕. 淺談英語閱讀與寫作的關系[J]. 科技信息(科學教研)， 2008,(01).

　　[6] 高利華. 英語寫作教學中結果法與過程法的對比研究[J]. 大同職業技術學院學報， 2003,(03).

　　[7] 劉上扶. 英語寫作論[M]. 南寧：廣西教育出版社， 1998.

　　[8] 劉燁. 以讀促寫在高中英語寫作教學中的應用研究[D]. 西北師范大學， 2006.

　　[9] 羅靜. 英語教學以讀促寫教學法新探[J]. 現代技能開發， 2003,(03).

　　[10] 王薔. 英語教學法教程[M]. 北京：高等教育出版社， 2000.

　　[11] 韋巖峰. 提高英語閱讀能力的有效途徑[J]. 青海師范大學學報(哲學社會科學版)， 2004,(06).

　　[12] 相廷禮. EFL閱讀與寫作能力的相關性分析[D]. 山東大學， 2007.

　　[13] 肖福壽. 英語寫作教學的原則與策略[M]. 上海：上海大學出版社， 2007.