名词词组扩展法在大学英语写作教学中的应用研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-01-16编辑:lgg点击率:7738
论文字数:37862论文编号:org201701162017137130语种:中文 Chinese地区:中国价格:$ 33
关键词:大学英语教学论文英语写作名词词组扩展法名词词组特点
摘要:本文是大学英语教学论文,本次运用了定性和定量相结合的方法来确定实验,实验前的统计数据分析表明,实验组在实验后扩展名词词组结构来表达信息的能力增强。
;students‘ English writing ability through Nominal Group Expanding? The data is analyzed in quantitative and qualitative ways to guarantee the reliability and validity.
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Chapter Two Literature Review
Literature review mainly reviews the previous studies. Through reviewing previous studies, this chapter attempts to summarize their major findings and figure out the advantages and disadvantages of the previous studies. This chapter presents the review about the studies on English as Foreign Language (EFL) writing. Through illustrating EFL writing studies, this author explores the necessity of the study on the application of Nominal Group Expanding in EFL writing teaching. The researches on EFL writing are discussed from four perspectives respectively: situational context, personal feature, text analysis and teaching in EFL writing.
2.1 Situational Contexts in EFL Writing
Situational context in EFL writing refers to the environment where students learn English, for example, immersion environment, real-life situations, etc. With reference to the influence of the immersion environment on EFL writing, Knoch, Rouhshad and Storch (2014) investigate students‘ EFL writing proficiency through one-year study in an Australian university. The students improve a lot in fluency and but they don‘t make improvement in terms of accuracy, syntactic and lexical complexity. Knoch, Rouhshad and Storch (2014: 12) state that their findings ―confirm that grammatical complexity is unlikely to improve in the absence of language teaching. They stress the importance of language teaching in English writing. Similarly, as to the influence of immersion environment on EFL writing, Knoch, Rouhshad, Oon and Storch (2015) investigate the EFL writing proficiency of 31 college students who are supposed to write an argumentative composition in 30 minutes on the same topic before and after three-year degree study in an Australian university. Global and discourse measures are applied to evaluate writing. Participants‘ writing experiences during university period are interviewed, and from the results of these interviews it can be known that they do not do much writing in the three-year study in the Australian university. When they do writing, their teachers are only concerned with the content of writing. This study finds that students‘ fluency in writing improves, but their accuracy, grammatical and lexical complexity, and global scores of w
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