通过精读教学来提升英语二语学习者的口语写作表现
Improving the Speaking and Writing Performance of English L2 Learners through Intensive Reading Instruction

本文旨在探究精读教学对于中国某大学大一新生的口语写作能力的影响。具体来说，即观察精读教学是否可以提高学生在语言组织、语法和句型结构等方面的口语和写作能力，并且进一步了解学生对于开设精读课程的反应和态度。本研究历时4周，选择了上海某私立院校的29名大一新生作为研究对象。研究结果表明：1) 经过四周的语法练习和写作课程，大多数学生的句型语法结构和文章结构都得到了提升；2) 经过4周的语法和口语练习，大多数学生在句型结构方面表现出显著提升。然而，当被要求对句子进行复杂化时，例如在句首使用动名词或者被动语态的时候，学生表现仍不理想；3) 大多数学生对通过精读指导来学习语法反馈表达出支持的态度。
The purpose of this dissertation is to observe whether intensive reading instruction can improve students’ English writing and speaking performance in terms of organization, grammar and sentence structure, and to further understand students’ reactions, attitudes and difficulties after the introduction of intensive reading course. This study lasted for 4 weeks, during which 29 freshmen from a private university in Shanghai City were selected as the subjects to explore how they improved their speaking and writing performance through intensive reading instruction. The results of this study are summarized as follows: 1) After 4 weeks of grammar practice and the acceptance and revision of writing lessons, most of the subjects improved their grammar sentence patterns and article structure; 2) After 4 weeks of grammar practice and speaking practice, most of the subjects showed significant growth in sentence structure. However, if the sentence is required to be complicated, such as using gerund as the beginning of the sentence or passive tone, it is not enough; 3) Most of the subjects expressed support for learning grammar feedback through intensive reading instruction.