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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-15编辑:lgg点击率:4120
论文字数:38620论文编号:org201407141039321703语种:英语 English地区:中国价格:$ 66
摘要:本文是大学英语论文。随着我国英语教育界对日益认识到英语写作在大学生英语教育中的重要性,在大学英语教学实践中,如何通过合适的实用大学英语教科书来提高学生的写作能力已成为极为迫切和重要的问题。
Chapter Four Results and Discussion
4.1The Use and Importance of the Writing Sections
This section will analyze the students’ responses to these questions. There are 4questions about the instructors’ applications of writing sections in three textbooks inthe part one of the questionnaire.Question 1 (Q1) is about if students realize the existence of “writing strategy”section in their English textbook. From Table 4.1, it can be seen that for each textbook,more than 50% students are aware of the “writing strategy” in their English textbook.68% of the ECE students realized the “writing strategy”. The lowest percentage isfrom ICE, but there are still 57% students who pay attention to English writing skills.This means students’ attention has been paid to the writing skills in the writingsections.In interviews, only David did not realize the “writing strategy” in writing section.Students realized that there are writing strategies prepared for students in the contentof writing sections, but few students use them seriously. Alex said that “I didn’t payattention to it, but I will see it at the end of the unit when I start the next unitlearning.” Ben believes that the writing sections in college English textbook are “notnoticeable, but it will be seen when open the book.” In the interviews, students reflectthat the main reason they ignore the English writing is that the negative attitude of theteachers’ towards the writing sections. David didn’t notice the writing strategy in thewriting sections. In his opinion, the main reason is his English teacher never teacheswriting sections. “My teacher focuses on reading, but not writing. She teaches readingin each unit, but never teaches writing, so I never learn writing sections.”
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Conclusion
This section will summarize the major findings of the present study from threeaspects: applied situations of the writing sections, students’ attitude to the writingsections, and students’ expectations of the writing sections.Firstly, the instructors’ application of the writing sections in three college Englishtextbooks is far from satisfaction. In class, the writing section is not being fullyexplained by the teacher or being used by students. First, the teachers either overlookor simplify the writing sections instruction in each unit; second, teachers do not givefeedbacks on students’ essays; and the last, students fail to use writing sections to doself-study. In fact, students are clearly aware of the importance of English writing, andeager to improve their English writing ability. However, due to the limitation of classtime, coupled with the negligence of teachers, in the writing sections instruction - anintegral part of English textbooks, students also do not place sufficient emphasis onEnglish writing.
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