名词词组扩展法在大学英语写作教学中的应用研究 [4]
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:7735
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。
riting hardly have any improvement. The findings are almost the same with Knoch, Rouhshad and Storch‘s (2014) findings.
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2.2 Personal Features in EFL Writing
Personal features in EFL writing refer to the writers‘ characteristics, such as writing anxiety and learning habit. The connection between English writing anxiety and scores of English compositions is investigated by Li (2015). Li (2015) concludes that during one semester students‘ composition scores go up prominently meanwhile English writing anxiety tends to be higher. The English writing anxiety does not have negative effect on English composition score in Li‘s (2015) study. Research interest also concerns about potential mediating factors between writing performance and learner anxiety. In terms of self-efficacy and anxiety in college EFL writing, Woodrow (2011) carries out a study with 718 participants at four universities in China. The analysis of the data in the questionnaire reveals that the connection between writing performance and anxiety is mediated by self-efficacy. The open ended data in questionnaire indicate that anxious students experience more pressure from parents, and have low effort perceptions and low actual effort, and those students with high efficacy experience less pressure from parents, and have high effort perceptions and high actual effort in studying English. Previous studies also focus on the influence of students‘ learning habits on EFL writing, such as keeping English log. Zhang and Yang (2010) explore the effect of keeping English log on non-English majors‘ writing ability and self-evaluation. Through comparing the experimental group with the control group, they find that students‘ fluency and accuracy in English compositions in the experimental group improve more than those in the control group. Keeping English log exerts positive influence on learners‘ confidence and independent learning ability, but keeping English log does not affect students‘ learning motivation and desirability. Besides the personal features, linguistic features in EFL writing are also examined from the perspective of text analysis.
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Chapter Three Theoretical Framework ........ 19
3.1 An Overview of Systemic Functional Grammar ..... 19
3.2 Nominal Group in Functional Grammar ......... 20
3.3 Nominal Group Expanding in This Study ....... 31
Chapter Four
methodology .......... 33
本
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