英语教育硕士学位论文开题报告(全英文)

at home or after class; traditional method; reading and teaching are taught separately)
Reading-to-Write Approach Significance:
Improve the current senior school English writing teaching Enhance senior school English teaching quality Make students can learn English better and more smoothly in university for further English learning
2.3 Related Study of Applying Reading-to-Write to Teaching at Home
Yang Yonglin(2010) ;Wang Chuming (2012) ; etc. 2.4Theoretical Basis: Krashen’s Input Hypothesis Swain’s Output Hypothesis The Scaffolding Theory
5. Framework of the thesis
I. Introduction 1.1 Background of the Study 1.2 Questions to study II. Literature Review 2.1 Definition of Reading-to-Write 2.2 Related Study of Applying Reading-to-Write to Teaching Abroad 2.3 Related Study of Applying Reading-to-Write to Teaching at Home III. Theoretical Basis 3.1 Krashen’s Input Hypothesis 3.2 Swain’s Output Hypothesis 3.3 The Scaffolding Theory IV. Methodology 4.1 Study Design 4.2 Study Questions 4.3 Subjects 4.4 Instrument 4.5 Procedure of Reading-to-Write Approach V. Demonstration of Case Study VI. Data Analysis and Discussion VII. Findings and Implications VIII. Conclusion
Writing proficiency can be improved by reading
2.2 Related Study of Applying Reading-to-Write to Teaching Abroad
Widdowson (1978) ; Stotsky（1983）; Stein (1990); Grabe (2003); Hirvela (2004) ; etc.
2. Literature Review
2.1 Definition of Reading-to-Write
Concretely speaking, it is an approach that requires students to write a composition according to the reading of an assigned text. In writing class, reading is not only a way to understand the reading materials, but also a way to offer something to write. The process of Reading-to-Write includes reading, writing, and between reading and writing(王芳芳, 2012).
1. Background and Significance of the Study
Background:
New English Curriculum Standards(2013) Problems in English writing teaching ( reading is emphasized and writing is neglected or done
8. Bibliography
[1]Krashen, S. The Input Hypothesis: Issues and Implications[M]. London: Longman, 1985. [2]Swain, M. The Output Hypothesis: Just Speaking and Writing Aren’t Enough[J]. The Canadian Modern Language Review, 1993(1):158-164. [3]Grabe, W. Reading-Writing Relations: Theoretical Perspectives and Instructional Practices[J]. Perspectives on L2 Reading-Writing Connections. The Ohio University, 2002:15-39. [4]Krashen, S. Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamum Press, 1981. [5]Stotsky, S. Research on Reading/Writing Relationships: A Synthesis and Suggested Directions[J]. Language Arts, 1983(60): 627-642. [6]Widdowson, H. G. Teaching Language as Communication [M]. Oxford: Oxford University Press, 1978. [7]Ruiz-Funes, M. Writing, reading, and Reading to Write in a foreign language: critical review. Foreign Language Annals, 1999(32):514-526. [8]王初明. 读后续写——提高外语学习效率的一种有效方法[J]. 外语界, 2012(5):2-7. [9]王芳芳. “以读促写”英语写作教学模式应用研究[D]. 山东:曲阜师范大学, 2012. …………………………..
Title of the thesis
论 文 题 目 中文 “以读促写”在高中英语写作教学中的应用研究
An Applied Study of Reading-to-Write 英文 Approach to Senior School English Writing Teaching
Outliห้องสมุดไป่ตู้e of the thesis proposal
6. Possible Problems and Solutions (1)There may be some difficulties in
choosing the reading materials. (2)Some students may dislike the questionnaire and interview for they are busy with their daily learing. (3)It is a little difficult to analyze the result of the study, because there are other factors that may affect the students’ writing proficiency. (3)How to make sure that the study is more reliable for the author does not intend to use empirical or experimental research method?
4. Methodology
Qualitative Research
(1)Literature Survey (2) Questionnaire (3) Interview (4) Observation (5) Case study The author mainly use case study to conduct descriptive research.
7. The Planned Schedule of the Study
Apr. to May 2015 Finding the problems in senior school and deciding the theme for the study Jun. & Jul. 2015 Referring to a lot of literature and consulting the supervisor for the title of the thesis Sept. 2015 Finishing the thesis proposal. Oct. 2015 to Dec. 2015 Completing the first draft of the thesis Jan. 2016 Completing the second draft of the thesis Feb. 2016 Completing the third draft of the thesis Mar.2016 Completing the final thesis
provide us with valuable guidance for some further study
Bai Yinju (2009); Sheng Yiying (2005) ; Liu Ye (2006) ;
3. Main Study Questions and Feasibility Analysis (1) Whether the application of Reading-to-Write approach can improve senior school students’ English writing ability or not? (2) What aspects of senior school students’ English writing can be improved through Reading-to-Write approach? (3) What strategies can be expected in applying Reading-toWrite approach to writing teaching? There are a lot of problems(emphasizing reading, neglecting writing, Ss are afraid of writing, reading and writing are taught separately.etc. ) on English writing teaching existing in senior schools. Combining reading with writing is practicable Besides,……….
1. Background and Significance of the Study 2. Literature Review 3. Main Study Questions and Feasibility Analysis 4. Methodology 5. Framework of the Thesis 6. Possible Problems and Solutions 7. The Planned Schedule of the Study 8. Bibliography