摘要:本文是初中英语教学论文,本研究的目的是测试是否课文复述训练实验课可以提高学生的写作成绩在藏族地区,这方面将明显提高。对实验数据的分析后,学生在英语写作中EC课文复述训练后取得了明显的进展。
Chapter One Introduction
1.1 Research Background
With the rapid development of economy and the advent of information age, English has become moreand more important. English is not only the main carrier of information, but also the most widely usedlanguage in the world. From the perspective of national communication, English is an internationallanguage, and it is widely used in the world. Language communication is not only reflected in the listeningand speaking, but also to a great extent through writing to convey information. In particular, the wide useof internet, writing highlights its important role. “Writing has taken on a new significance in a worldincreasingly dominated by computer-mediated communication” (Wang Junju, 2005, p.1). As we all know,in English learning process, “writing” is the highest level of integrated presentation skills, which isconstructed on these abilities such as “listening”, “speaking” and “reading”, etc. It not only objectivelyreflects students’ comprehensive ability of language application, but also it’s a clear reflection of to whatextent a student has mastered language knowledge. Meanwhile, Yang Yonglin, Dong Yuzhen in their jurnalpaper Writing Through Reading and Reading Through Writing-A New Exploration of ExperientialTeaching Approach illustrated that most of the English exams have been added to the writing part. What’smore, it takes up a large score of the GRE, TOEFL and IELTS, which aimed at making a comprehensiveassessments on learners through their writings (Yang Yonglin, Dong Yuzhen, 2010).
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1.2 Significance of the Study
As mentioned above, English writing puts weight on English learning, especially for junior middleschool students who lie in a key period of language learning. Wang Junju (2005) wrote in his book ACognitive Study of English Writing Process, “Writing itself is not only a tool for learning but also a tool forshowing learning.” However, there still exist many problems in it. Writing skill is a comprehensivereflection of listening, speaking and reading. There is a close relationship between English reading andwriting. Reading is known as the input of writing (Du Yue, 2013). It’s a fact of life that we can’t look into astudent’s head and see how he comprehends a text. In this day of large class size, we can’t always conferwith every student, either. There will always need some kind of written assessment of reading (Kissner,2005). Therefore, it is necessary for us to make a further research and find out several good ways that canhelp the students improving their writing competence.Studies have suggested that retelling significantly improves children’s story comprehension,remembering of story information, sense of story structure, and oral language complexity (Gambrell,Koskinen & Kapinus, 1991; Morrow, 1985). Students’ retellings give teachers insight into their languagelevels, comprehension, vocabulary, and background knowledge. Retelling improves critical thinking skillsand develops understanding of story structure. Text-retelling is regarded as a kind of effective
strategywhich emphasizes the result of output. However, in fact, the skill of retelling is often overlooked duringreading instruction. As we all know, in English class, through reading part to improve “comprehensibleinput” is very important for foreign language teachers. Previous research testified many positive resultshappened in the application of text-retelling
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