英语论文网

kills and the cultivation ofthinking and innovative ability should be properly handled in teaching,and neither of them can be neglected. Thus Reading-commenting-writingTeaching Model came into being.

Chapter Three Methodology............... 54-68
    3.1 Research Questions............... 54
    3.2 Participant............... 54-55
    3.6 Data Analysis ...............66-68
Chapter Four Results and Discussion............... 68-98
    4.1 English Maj ors' Critical Thinking Abilities under Conventiona...............  68-77
        4.1.1 Relevance of Composition ...............68-71
        4.1.2 Explicitness of Composition ...............71-73
        4.1.3 Sufficiency of Composition ...............73-74
        4.1.4 Coherence of Composition ...............74-77
    4.2 English Majors' Critical Thinking Abilities under............... 77-84
        Reading-commenting-writing Teaching Model............... 77
        4.2.1 Relevance of Composition............... 77-79
        4.2.2 Explicitness of Composition ...............79-80
        4.2.3 Sufficiency of Composition ...............80-82
        4.2.4 Coherence of Composition ...............82-84
    4.3 A Comparison of English Majors' Critical Thinking Abilities...............84-98
        4.3.1 Relevance of Composition............... 85-87
        4.3.2 Explicitness of Composition............... 87-90
        4.3.3 Sufficiency of Composition............... 90-92
        4.3.4 Coherence of Composition............... 92-98

Conclusion

The major findings of the present study can be summarized asfollows: Firstly, with regard to the first research question concerning thefeatures of English majors' CT under CTM, the data result shows thatwith the progress of the grade, the CT of the English majors under CTMreflected in argumentative compositions has got greatly improved in oneparameter of standards for assessing cognitive part of CT that is relevancewhile in the other three parameters of CT that are explicitness, sufficiencyand coherence the English majors under CTM only present slightlyimprovement. The result is basically in accordance with the forecast ofWen Qiufang and Zhou Yan (2006). For the first year English majors, thephenomenon that many English majors can not catch the subject whichhas been provided in the requirement of the composition is very serious.In addition, although there are some students who can stick to the subject tightly, they can not give appropriate and specific examples to supporttheir arguments and keep the relationship between each argumentlogically. In the third year, these phenomena become less. However, therestill exist many students who can not express sufficiently and clearly.
Secondly, with resp本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。