開題報(bào)告書范文英語(yǔ)專業(yè)用

1、.廣西師范學(xué)院師園學(xué)院本科畢業(yè)論文(設(shè)計(jì)) 開題報(bào)告系 （院）：外國(guó)語(yǔ)言文學(xué)系屆別：2008屆姓 名：黎澤峰學(xué)號(hào)：0403010102專 業(yè)：英語(yǔ)專業(yè)指導(dǎo)教師姓名（職稱）：陸云（教授） 教 務(wù) 處 制 二一二年 一 月XXXXXXXX學(xué)院本科畢業(yè)論文（設(shè)計(jì)）開題報(bào)告題目From Reading to Writing: an Effective and PracticalApproach in Improving StudentsEFL Writing in Senior High Schools題目類型囗理論研究應(yīng)用研究囗設(shè)計(jì)開發(fā)囗其他命題來(lái)源囗教師命題學(xué)生自主命題囗教師科研課題擬完成時(shí)間20

2、08年4月25日一、選題依據(jù)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, Englishwriting are vital to our individual development because it has bee

3、n applied more and more in both ourEnglish 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

4、learned English for several years in primary and middle school. Not a few of themdo 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 someth

5、ing to write, but theyjust 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

6、least, they dont know how to apply the materials they have read to improve their writing ability though they have read a lot.Therefore, its necessary and urgent to find an effective and practical approachto solve the poor performance in the students EFL writing and improve their writing ability.Many

7、 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 theirwriting materials and promote their ability in

8、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(biāo)與主要內(nèi)容（含論文(設(shè)計(jì))提綱，不少于500字）1研究目標(biāo)：According to the New Curriculum Standards for senior high schools, listening, speaking, reading and writing are four basic sk

9、ills 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 abi

10、lity. 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 e

11、nlarge their vocabulary in reading, learn how to use languageappropriately, 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 th

12、eir 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 t

13、o writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach.2主要內(nèi)容（提綱）：1. Introduction2. The present situation of English writing in senior high schools3. The nature of reading and writing3.1The nature of reading3.2 The nature of writing4. T

14、he relationship between reading and writing4.1 Reading paves the way for writing4.2 Writing promotes reading5. The necessity and feasibility of reading-to-writing5.1 The necessity of reading-to-writing5.2 The feasibility of reading-to-writing6. The advantages of applying reading-to-writing approach6

15、.1 The definition of reading-to-writing approach6.2 A comparison of reading-to-writing approach with product approach and process approach7. The application of reading-to-writing approach7.1 The principles of applying reading-to-writing approach7.1.1 Paying equal attention to reading and writing7.1.

16、2 Paying equal attention to intensive reading and extensive reading7.2The selection of good reading materials7.3Ways of adapting reading-to-writing approach7.3.1 Pre-writing reading7.3.2 Writing from reading7.3.3 Post -writing reading and rewriting三、研究方法和手段（1）研究方法1.Literature research method: read r

17、elevant books, journals and nets for research2.Comparative analysis method: compare theproduct 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 libra

18、ry and on the internet.四、參考文獻(xiàn)目錄（作者、書名或論文（設(shè)計(jì)）題目、出版社或刊號(hào)、出版年月或出版期號(hào)）1JudithOster.1984.From Reading to Writing: A Composition Text with Reading for English as a Second LanguageM.Columbus: A Bell & Howell Company.2Judith A. Standford. 2000. Developing Connections: Short Reading for Writers (Second Edi

19、tion)M. California: Mayfield Publishing Company.3 蔡明德. 論英語(yǔ)閱讀教學(xué)對(duì)寫作的影響及教學(xué)啟示D. 華中師范大學(xué), 2003.4 陳立平. 從閱讀與寫作的關(guān)系看寫作教學(xué)中的范文教學(xué)J. 外語(yǔ)與外語(yǔ)教學(xué), 2001,(04).5 陳昕. 淺談?dòng)⒄Z(yǔ)閱讀與寫作的關(guān)系J. 科技信息(科學(xué)教研), 2008,(01).6 高利華. 英語(yǔ)寫作教學(xué)中結(jié)果法與過程法的對(duì)比研究J. 大同職業(yè)技術(shù)學(xué)院學(xué)報(bào)， 2003,(03).7 劉上扶. 英語(yǔ)寫作論M. :廣西教育出版社, 1998.8 劉燁. 以讀促寫在高中英語(yǔ)寫作教學(xué)中的應(yīng)用研究D. 西北師范大學(xué), 20

20、06.9 羅靜. 英語(yǔ)教學(xué)以讀促寫教學(xué)法新探J. 現(xiàn)代技能開發(fā), 2003,(03).10 王薔. 英語(yǔ)教學(xué)法教程M. :高等教育出版社, 2000.11 韋巖峰. 提高英語(yǔ)閱讀能力的有效途徑J. 青海師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版), 2004,(06).12 相廷禮. EFL閱讀與寫作能力的相關(guān)性分析D. 山東大學(xué), 2007.13 肖福壽. 英語(yǔ)寫作教學(xué)的原則與策略M. :上海大學(xué)出版社, 2007.14 謝薇娜. 談閱讀與寫作的交融性J. 外語(yǔ)教學(xué), 1994,(04).15 熊杰. 高中英語(yǔ)閱讀教學(xué)中結(jié)合寫作練習(xí)提高學(xué)生寫作能力的研究D. 西北師范大學(xué), 2006. 16 中華人民共和

21、國(guó)教育部制訂. 全日制義務(wù)教育普通高級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）M. ：北京師范大學(xué)出版社，2003.五、文獻(xiàn)綜述（在對(duì)選題涉及的研究領(lǐng)域的文獻(xiàn)進(jìn)行廣泛閱讀或調(diào)查的基礎(chǔ)上，對(duì)該領(lǐng)域的研究現(xiàn)狀、發(fā)展動(dòng)態(tài)等內(nèi)容進(jìn)行綜述，并提出自己的見解和研究思路。不少于700字）It is necessary and compulsory to learn about the prior studies about this thesis, since they are helpful to make thisstudy more persuasive and creative.Liu Ye (2006) poi

22、nts out that English as a foreign language has become a sure access to information of all sorts and an indispensable means of international communication. Besides, he also said that with the shift from the ability of manipulating the linguistic structure to the ability of using the language to commu

23、nicate in written/spoken forms in English, EFL writing was considered as a tool for people to communicate in a real situation. Xiong Jie (2005) also points out that both reading and writing are powerful and highly individual tools for thinking, learning and discovering, and both perform the function

24、 of communication. Judith Oster (1984) points out in his book From Reading to Writing: A Composition Text with Reading for English as a Second Language:“Reading puts us in touch with other minds and feelings and experiences.We also experience the ways in which the writers have organized information,

25、 chosen words, structured arguments. We can see how well a good writer expresses himself; 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

26、 against the writers view”.From the studies above, we can see that English reading and writing are very important everyones individual development.There are many EFL writing approaches, among which theprocess approach and theproduct approach are the two prevalent ones. Wang Qiang (2000) points out t

27、hat 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 limitthe students finish the task within the time limit and

28、hand in the final productthe teacher evaluates the students compositions. Liu Shangfu (1998) thinks thatthe 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

29、 disadvantages: the students dont 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, m

30、ost 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 Qi

31、ang (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 appro

32、ach 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

33、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 stude

34、nts 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

35、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

36、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

37、 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 stude

38、nts into active reading and writing,present a reallife 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

39、 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 readinginput, was the foundation of writingoutput. And on the other hand, writing output wa

40、s the result of readinginput.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 thesislays its emphasis on the importance of preparing for writi