抛锚式教学模式在大学英语写作教学中的应用 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-19编辑:lgg点击率:7900
论文字数:38596论文编号:org201706161919348501语种:英语 English地区:中国价格:$ 66
关键词:大学英语教学论文抛锚式教学模式大学英语写作教学
摘要:本文是大学英语教学论文,本研究试图采用抛锚式教学模式探讨大学英语写作教学中抛锚式教学模式的应用效果,以期对大学英语写作教学有所帮助。三个目标是达到抛锚式教学在大学英语写作的干扰后,要具体,学生的学习动机得到提升,他们的协作学习中的责任得到强化,与写作成绩在测试中需要改进。
urpose and Significance
The present study attempts to adopt the Anchored Instruction Model in college English writing class to explore the effect of the application of the Anchored Instruction Model in order to contribute to EFL writing teaching. Three goals are expected to reach after the interference of the Anchored Instruction in college students’ writing, to be specific, students’ learning motivation to be promoted, their responsibility in collaborative learning be strengthened, and their writing achievements in tests to be improved.It could be of considerable value to investigate the application of Anchored Instruction Model to writing instruction, which makes contribution to the field of writing teaching and learning pedagogically theoretically, and methodologically. Pedagogically, for both teachers and students, it will be beneficial to adopt Anchored Instruction Model into practice. The Anchored Instruction Model in this study will help students to develop the ability to solve problems with critical thinking, to cultivate students’ awareness of learning autonomously and cooperatively, which ultimately enables them to develop writing skills naturally and reach better writing achievements. In a word, adoption of Anchored Instruction Model in writing instruction makes learning and teaching more effectively by inspiring the students’ writing aspiration. Besides, it requires teachers to rebuild their roles and develop resources to cover the whole instruction process, which will be of great help to stimulate teachers’ own professional development, to improve teachers’ teaching techniques and the teaching effects as well.
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Chapter 2 Literature Review
2.1 Research on English Writing Teaching
In recent years, researches on the English writing approach have aroused extensive attention from experts and scholars. Emig(1977) stated that the value of writing for learners who take English as second language, that is, to develop their thinking and cognitive ability in using the language. Afterwards, researches on English Writing Teaching abroad have developed with the product approach widely accepted and highly praised in the 1960s; followed by the process approach’s appearance in 1970s; and later, the genre-based approach’s shown-up in the 1980s. From then on, the content pedagogy rose in the mid-1980s. In recent years, the task-based approach has emerged. &n
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