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采用自编的研究工具——“TCL”学生英文写作自我检查工具说明书和“英文写作感受”开放式问卷,利用行动研究的方法验证了:学生在初中英语写作过程中,通过执行教师为其设定的某些外显动作,有助于激活他们长时记忆里的静态语言知识,促进他们进一步提取和运用这些知识并最终实现把这些知识转变为动态的程序化的和自动化的熟练的时态技能、从句技能和过渡词(连接词)等语言写作技能,极大地提升了学生英文写作的自我效能感。
Using self-made research tools- “TCL” students’ English self-examination tools manual and “English writing experience” open questionnaires, using the method of action research to verify that: students in junior high school English writing process, through the implementation of Some of the explicit actions teachers have set for them help to activate the static linguistic knowledge of their long-term memory, facilitate their further extraction and use of this knowledge and, ultimately, the transformation of this knowledge into a dynamic, procedural and automated Skilled tense skills, clause skills and transitional words (conjunctions) and other language writing skills, which greatly enhance the self-efficacy of students writing in English.