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可理解性输入对初中生英语写作冠词使用的影响研究
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Abstract:
研究旨在探讨可理解性输入假说对初中生英语写作中冠词使用的影响。通过在“W区”某中学初三年级开展的一项实验研究，分析了在可理解性输入理论指导下的教学方法对学生冠词使用准确性的影响。研究采用前测–教学干预–后测的实验设计，将两个平行班级分别作为实验班和对照班。实验班级接受基于可理解性输入理论的教学干预，而对照班级则按照常规教学进行。结果表明，实验班级在冠词使用准确率方面显著提高，特别是在不定冠词的使用上表现出更为显著的进步。研究结果支持了Krashen的输入假说，强调了可理解性输入在提高英语写作中语法使用准确性方面的重要性。
This study aims to explore the impact of the comprehensible input hypothesis on the use of articles in English writing by junior high school students. Through an experimental study conducted with ninth-grade students at a junior high school in “W District,” the research analyzed the effect of teaching methods guided by the theory of comprehensible input on students’ accuracy in using articles. The study employed a pre-test, teaching intervention, and post-test experimental design, with two parallel classes designated as the experimental group and the control group. The experimental group received teaching interventions based on the comprehensible input theory, while the control group followed conventional teaching methods. The results indicated that the experimental group significantly improved in the accuracy of article usage, particularly showing notable progress in the use of indefinite articles. The findings support Krashen’s input hypothesis, highlighting the importance of comprehensible input in enhancing grammatical accuracy in English writing.
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