抛锚式教学模式在大学英语写作教学中的应用 [3]
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:7952
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。
bsp;The exploration and development of writing approaches is of great significance to promoting the research of writing. The writing, writing pedagogy, and errors analysis of students’ composition are frequently and most often talked about by researchers. Some researchers made critical analysis on the researches on some classic approach in SL writing like the product approach, the process approach, the genre-based approach, content pedagogy and the task-based approach (Wang Wenyu, Wang Lifei, 2004). Some work also should be done in probing efficient way to teach English writing. For instance, product-process approach, the development of process approach and product approach, brought out by Yu Su and Deng Liming (2003) to be applied in English writing teaching in college with the expectation of more effectiveness than the previous approaches.
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2.2 Research on English Writing Teaching Approaches
Based on the ideas inherited from structuralism and implicit in the Transformational Grammar of Noam Chomsky, a presupposition of product approach is that texts are autonomous objects that can be analyzed and described separately from particular contexts, writers, or readers. The primary linguistic knowledge of writing is given full attention and the proper employment of vocabulary, syntax, as well as cohesive devices is emphasized (Pincas, 1982). Hyland (2005) viewed writing as “an autonomous mechanism” in which forms are served for expressing ideas, besides, the results of the writing is the highlight of the product approach. Four stages are involved in learning to write under product approach: familiarization; controlled writing; guided writing, and free writing (R. Badger & G. White, 2000). In the first stage, students study model texts and get familiar with the genre features. In the controlled writing stage, students practice the highlighted features with increasing freedom, usually independently. Then their ideas are organized in the third stage. Eventually, to finish the composition involves some knowledge taught before, such as writing skills, certain structures and some vocabulary, etc. This is a linear process. In this
thesis, previous approaches to writing teaching are analyzed, later on, the Anchored Instruction Model (AIM) and Constructivism theory as the theoretical foundation will also be presented. <
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