英語論說文寫作中的體裁教學研究

CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.2 Rationale
1.3 Research Questions
1.4 Research Objectives
1.5 Theoretical Framework
1.6 Conceptual Framework
1.7 Scope of the Study
1.8 Definitions of Terms
1.9 Significance of the Study

CHAPTER 2 REVIEW OF RELATED LITERATURE
2.1 Related Theories
2.1.1 Systemic Functional Linguistics
2.1.2 Clause
2.1.3 The Metafunctions of SFL
2.1.4 Genre Theory
2.1.5 The Genre of Persuasioand SFL
2.1.6 Development of Writing Teaching Approach
2.1.7 Vygotsky's Sociocultural Theory
2.1.8 Collaborative Writing
2.2 Review of Related Studies
2.2.1 Related Studies oGenre-Based Approach of Writing
2.2.2 Related Studies oCollaborative Writing
2.2.3 Related Studies oPersuasion
2.2.4 Summary of the Previous Studies

CHAPTER 3 RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population
3.3 Sample
3.4 Research Instrument
3.4.1 LessoPlans
3.4.2 PersuasioTextual Feature Analysis Template
3.4.3 Questionnaire
3.4.4 Interview
3.5 Validity and Reliability
3.6 Collectioof Data
3.6.1 Qualitative Data Collection
3.6.2 Quantitative Data Collection
3.7 Data Analysis
3.7.1 Qualitative Data Analysis
3.7.2 Quantitative Data Analysis
3.8 Pilot Study
3.8.1 The Implementatioof the Pilot Study
3.8.2 Analysis of Group WritteWork ithe Pilot Study
3.8.3 Results of the Pilot Study and Adaption
3.9 Summary of the Research Process

CHAPTER 4 THE TEACHING EFFECTS ON GROUP WRITINGS 111
4.1 Each Group's Writing Ability Development 113
4.1.1 Linguistic Analysis of Three Iterations of Group 1
4.1.2 Generic Structure Analysis of Three Iterations of Group 1
4.1.3 Language Feature Analysis of Three Iterations of Group 1
4.1.4 Linguistic Analysis of Three Iterations of Group 2
4.1.5 Generic Structure Analysis of Three Iterations of Group 2
4.1.6 Language Feature Analysis of Three Iterations of Group 2
4.1.7 Linguistic Analysis of Three Iterations of Group 3
4.1.8 Generic Structure Analysis of Three Iterations of Group 3
4.1.9 Language Feature Analysis of Three Iterations of Group 3
4.1.10 Linguistic Analysis of Three Iterations of Group 4
4.1.11 Generic Structure Analysis of Three Iterations of Group 4
4.1.12 Language Feature Analysis of Three Iterations of Group 4
4.1.13 Linguistic Analysis of Three Iterations of Group 5
4.1.14 Generic Structure Analysis of Three Iterations of Group 5
4.1.15 Language Feature Analysis of Three Iterations of Group 5
4.1.16 Linguistic Analysis of Three Iterations of Group 6
4.1.17 Generic Structure Analysis of Three Iterations of Group 6
4.1.18 Language Feature Analysis of Three Iterations of Group 6
4.2 Generic Structure Changes iEach Iteration
4.2.1 Six Groups' Performance oGeneric Structure ithe First Iteration
4.2.2 Six Groups' Performance oGeneric Structure ithe Second Iteration
4.2.3 Six Groups' Performance oGeneric Structure ithe Third Iteration
4.3 Language Feature Changes iEach Iteration
4.3.1 Six Groups' Performance oLanguage Features ithe First Iteration
4.3.2 Six Groups' Performance oLanguage Features ithe Second Iteration
4.3.3 Six Groups' Performance oLanguage Features ithe Third Iteration
4.4 Summary

CHAPTER 5 THE TEACHING EFFECTS ON INDIVIDUAL WRITINGS
5.1 The Analysis Principles for Individual Writings
5.2 Results of Pre-Test
5.2.1 The Results of Generic Structure Analysis of Pre-Test
5.2.2 The Results of Language Features Analysis ithe Pre-Test
5.3 Results of Post-Test
5.3.1 The Results of Generic Structure Analysis of Post-Test
5.3.2 The Results of Language Features Analysis of Post-Test
5.4 ComparisoBetweePre- and Post

陳鳳

博士，浙江海洋大學外國語學院講師，研究方向為應用語言學、英語教學和二語習得。