显性教学与隐性教学对中国英语学习者 书面语中认知立场表达影响比较研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-05-06编辑:lgg点击率:5837
论文字数:39587论文编号:org201705042007119544语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文隐性教学认知立场英语写作
摘要:本文是英语教学法论文,本研究丰富了外显和内隐学习和教学在二语习得领域的相关理论。此外,这项研究可以提供额外的经验证据,不同的有效性显式和隐性教学在真实的课堂环境。此外,实验的目的是确认是否显性教学比隐在外语学习和教学环境在中国整体更有用。
Chapter One Introduction
1.1 Introduction
A key issue in second language pedagogy is whether the learner should be taught to approach the learning task consciously as an intellectual exercise, or whether he/she should be encouraged to avoid thinking about the language and absorb it intuitively. The former teaching
strategy is usually called “explicit” and the latter is called “implicit”. Accordingly, the effect of the two ways of language instruction has been heatedly discussed for many years in the field of Second Language Acquisition (SLA). Traditionally, explicit instruction has been considered more effective than implicit instruction based on the requirement of the English teaching syllabus in foreign language teaching environment. With regard to this, present second language teachers give much emphasis on the form of a second language rather than on its meaning. However, the effect of explicit instruction proves to be less significant than implicit instruction in terms of the long-term retention of the target language. In order to put second language teaching in a more effective way, various studies are undertaken to investigate the effectiveness of explicit and implicit instruction. The results of these studies, however, cannot reach an agreement. Thus, further studies with regard to the potential of explicit instruction and implicit instruction are important and necessary. Epistemic stance markers, as important element of English pragmatics, are used to state a person’s comments on the status of information in a proposition in both spoken and written language. In English writing, especially in argumentative
essays, epistemic stance markers are widely adopted to mark certainty, actuality, precision, or limitation. Thus, learners’ reasonable use of epistemic stance markers is an efficient way to test the effectiveness of explicit and implicit instruction in EFL learning and teaching. Therefore, this study is designed to examine the effect of explicit and implicit instruction on EFL learners’ use of epistemic stance markers in their written language with hope to throw light on the above problems, and to find out a better way of English language instruction.
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1.2 Background of the Study
Language instruction is a very important aspect in the process of second language learning and teaching. In order to improve English teaching efficiency and explain language rules more clearly in China, English teachers tend to focus on explicit rule explanation. However, the learning effect is not very obvious in terms
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