基于量规的评估在大学英语写作中的应用
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-01编辑:lgg点击率:8693
论文字数:38596论文编号:org201706282200282781语种:英语 English地区:中国价格:$ 66
关键词:大学英语教学论文量规评估大学英语
摘要:本文是大学英语教学论文,本研究的目的是找出哪些方面(内容、组织、语言运用、词汇和力学)得到最后的评价量规的应用。再次,本研究目的在探讨学生态度的评价量规的应用通过一些问卷调查,写作。这项研究的结果可能为大学英语教师提供一些建议,包括评估方法,以及在评估或评价学生作文时应着重于哪些方面。
Chapter One Introduction
1.1 Background of the Research
As one of the four language skills, writing has become the basic skills for learners to master in second language acquisition (SLA). Wang Chuming et al. (2000) stated that writing was a type of written communication to express oneself, which was the integration of other three basic skills (listening, speaking and reading) of English. English writing is considered as an effective way of communication. It has attracted more and more attention, for example, CET and other English exams have attached great importance to writing. However, English writing has always been regarded as one of the most difficult and time-consuming parts among the four basic skills of English. Nelson and Carson (1998) put forward that second language (L2) writers had relatively poor language knowledge compared with native speakers. Nunan (2001) agreed that, among the four basic skills, maybe it was the toughest skills for a large number of second language (L2) learners to generate coherent, fluent, and extended
essays in their writings. Generally speaking, the effects of writing teaching are far away from satisfactory. The English teachers spent a large amount of time on writing teaching. However, students can not achieve expected effects and meet the writing standards. It was generally admitted that English teaching and learning are time-consuming and unrewarding. There are many factors accounting for the phenomenon. To some extent, the teachers’ teaching method of writing and students’ attitude towards writing lead to students’ poor achievements in English writing. In order to enhance the products of writing teaching, many researchers have begun to discover different approaches including different teaching approaches and different methods of writing assessment. Wang Chuming (2000) put forward the length-based approach. And Han Jinlong (2001) highlighted the process genre approach. Li Qi and Zhe Hongyan (2003) emphasized the genre-oriented approach. They all made efforts to the English writing teaching. For assessment of writing, in College English Curriculum Requirements (CECR), it is stated that assessment is not only a tool for teachers to obtain their feedback and adjust their teaching management, but also an effective method for students to adjust their learning
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