本文是一篇代写英语论文，笔者认为内隐学习强调以无意识和自动的方式进行学习，在阅读英语原文时，内隐学习得到了很好的应用。研究表明，学生的阅读兴趣、阅读习惯和写作能力都得到了一定程度的提高，这证明在内隐学习理论下，以英语原文作为辅助教材在一定程度上可以提高学生的写作能力。
Chapter 1 Introduction
1.1 The Background of the Study
With the reforming of College Entrance Examination, English paper of College EntranceExamination has significant changes in Reading and Writing. Previous to 2021 Englishwriting is a practical writing with 100 to 120 words. However, for students attending 2021College Entrance Examination in Liaoning Province, English writing is composed of twoparts. The first one is still a practical writing with around 80 words. The second one iscontinuation writing, which means there will be a given text needed to be developed furtherwith two separate paragraphs, and each paragraph has a brief sentence given to make a cluefor continuation. To be frank, for most of Chinese students, writing has always been the mostdifficult part in an English paper. Now with continuation writing, the burden of writing isheavier for them because most of them do not take good possession of adequate readingabilities. For some of them they can hardly understand what the text is about not to mention todevelop it further. Moreover, compared with the time needed for practical writing andcorrection before, practical writing and continuation writing require much more time andefforts. Taking the time spent on these two tasks into consideration, some of the students cannot finish the whole paper, which rarely happens in the College Entrance Examination before.What’s more, a qualified continuation writing requires students to have a good command ofvocabulary, solid foundation of sentence structures and good logical patterns to form acomplete passage.With these factors combined with each other, continuation writing,accounting for 25 points in the paper, becomes a headache for most of students. In summary,continuation writing presents a higher demand for students’ overall abilities of reading,analyzing and writing. Therefore, students’ reading and writing abilities are needed to beenhanced urgently.
1.2 The Purpose and Significance of the Study
The thesis concentrates on reading English original texts named Anne of Green Gables toenhance students abilities in completing continuation writing. Though years of teaching andobserving the author has found that the deciding factors of English reading and writing are notonly vocabulary and grammar structure, but also language intuition and language fluency,which cannot be obtained well through traditional teaching ways. Years of reciting vocabularyleads to low interest and motivation for students. So in this thesis the author tries to applyoriginal texts Anne of Green Gables into lessons of writing to utilize this work as anadditional teaching material. The questions to be answered in this thesis are what kind ofinfluences can reading Anne of Green Gables have on students’ reading interest; in whataspects can the writing process be more efficient through reading Anne of Green Gables; andwhat kind of reading and writing activities can be applied in the process of reading Anne ofGreen Gables, which can improve their Continuation Writing accordingly.
As for the significance of the study, English plays a significant role in various occasions.When it comes to Senior High students, it is also of great significance. After reforming ofCollege Entrance Examination, continuation writing accounts for twenty-five points.Compared with the correction tested before, continuation writing demands much more timeand efforts. The common ways of enhancing English writing are to do more readingcomprehension and to recite model compositions. It can’t be denied that some of the studentsmay be beneficial from the process while the rest of them may not understand the compositionand only recite some non-meaningful facts.
Chapter 2 Literature Review
2.1 Implicit Learning
In this part studies on Implicit Learning at home and abroad will be given. Studies ofImplicit Learning dated back to 1967 by Arthur Reber, which were further developed withfollowing researchers. What’s more, the author presents the characteristics of Implicitlearning, which can be applied into the research process of the thesis.
2.1.1 Studies on Implicit Learning Abroad
With the rapid development of psychological science in the 20th century, people’sunderstandings have been broadened by the discovery in humans’ learning process. Manyscholars believed that human’s learning process takes place both on the unconscious level andconscious level. Arthur Reber (1967), who is considered as the pioneer of Implicit Learningtheory, held that language learning takes place in two functionally separate systems. He thinksthat “In the most basic sense Implicit Learning refers to the human ability to deriveinformation about the world in an unconscious and on-reflective way” (Berry, 1994：117).Implicit Learning can occur without awareness or attention in learning progress.
According to Berry and Broadbent (1988), Implicit Learning is when people are told tomemorize the specific materials which can be seen, but nevertheless learn about theunderlying rules. Mathewsetal (1989) advocates that “Implicit Learning is an alternate modeof learning which is unconscious, automatic, and more powerful compared with the explicitlearning in discovering no salient covariance between task variables”. According to Schmidt(1990), the Implicit Learning and Explicit Learning has significant differences between eachother. He argued that the Implicit Learning is the kind of learning without awareness, whilethe Explicit Learning focuses on a great degree on learning with awareness.
2.2 Studies on Reading Original Texts for Learning English
It is universally acknowledged that excellent original texts consist of different kinds ofmaterials, which reflect specific historical background. Therefore, readers can get a fullunderstanding of the language and its cultural essence which are beneficial to Englishlanguage learners.
2.2.1 Studies on Reading Original Texts for Learning English Abroad
Studies on reading original texts had deep roots, among which The Place of Literature inthe Teaching of English as a Second or Foreign Language by A.H. Marckwardt, is arepresentative.In 1994, Robert M. Hutchins and Mortimer J. Adler started the Great Books Movement,which initially aimed to ask the students of high education and adults to be involved inreading original texts. After some time, Robert and Mortimer both thought that teenagers should be included in this category and they should read original texts from an early age withthe purpose of raising their abilities of reading, discussing, communicating and criticalthinking. So in 1992 the American Education Ministry launched a campaign of Great BooksMovement, carrying out from primary schools in cities to primary schools in underdevelopedareas. During the course of reading process students can put forward their opinions for achapter or two, and offer sufficient evidence to support their opinions. During this processtheir reading, communication and thinking abilities are enhanced in a lively and creativeatmosphere. Besides, their spoken and written abilities are improved simultaneously.
Chapter 3 Research Design.........................................12
3.1 Hypothesis......................................12
3.2 Research Subjects..............................12
3.3 Instruments.......................................13
Chapter 4 Results and Discussions.................................22
4.1 Results and Analysis.........................................22
4.1.1 Results and Analysis of the Questionnaire..................................22
4.1.2 Results and Analysis of the Tests...........................................27
Chapter 5 Conclusion.......................................36
5.1 Major Findings.............................36
5.2 Implications..................................................38
5.3 Limitations and Suggestions.....................................39
Chapter 4 Results and Discussions
4.1 Results and Analysis
As for this part the research results and analysis of the results will be shown with thehelp of questionnaire, tests and interview.
4.1.1 Results and Analysis of the Questionnaire
The questionnaire was used before and after taking Anne of Green Gables as anadditional teaching material to learn students’ attitudes and feelings towards continuationwriting. In all, there are eighteen questions including three dimensions. Question one to fourare basic recognition of continuation writing while question five to sixteen are existingwriting methods that students are using at present and the last two questions are presentsituation of reading English original texts. All students in control class and experimental classtook part in pre-questionnaire and experimental class would attend post-questionnaire testafter reading Anne Of Green Gables to find out whether there are some changes in between.
Chapter 5 Conclusion
5.1 Major Findings
Implicit Learning puts emphasis on that learning in a much unconscious and automaticway and it is applied well when it comes to reading English original texts. After the researchit is obtained that students’ reading interest, reading habit and writing abilities are enhanced toa certain degree, which proves taking English original texts as additional teaching materialsunder the theory of Implicit Learning is valid in improving students’ writing abilities to someextent.
Firstly, reading Anne of Green Gables under the theory of Implicit Learning enhancesstudents’ interest and motivation in reading and writing. Most of the students don’t takecontinuation writing as a boring task any more and they find the interest in writingcontinuation writing and develop their imagination as Anne does in the story.Simultaneously, their language proficiency is also improved greatly. What’s more, withteacher providing sufficient guidance in reading Anne of Green Gables, students are not afraidof reading something beyond their knowledge and ability scale, which is of significant valuewhen they finish continuation writing. Through practice students can make every effort tolearn the way of constructing useful information either by exploring independently or they canexchange ideas between each other or talk in person with the teacher. These methods canpromote communication between students. Furthermore, in order to stimulate students toexpress their ideas better, students are encouraged to do group activities in and after class.With sufficient practices, the students can accomplish some achievements more smoothly,which are useful in developing their potentials. And this is an essential process for them toimprove themselves. On the other hand, for some students with a relatively poor foundation ofEnglish it is difficult for them to fully understand Anne of Green Gables and to finishcontinuation writing. For these students teachers can offer them more guidance and supportwhen reading and discussing in a relaxed atmosphere. In this way, they can get assistancefrom their peers and to reduce their anxiety.
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