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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-26编辑:lgg点击率:3486
论文字数:36200论文编号:org201404261128422370语种:英语 English地区:中国价格:$ 66
摘要:Thisarticle only discusses the application of lexical chunks on the teaching of writing inhigh school, and whether such an approach affects the level of listening, speaking, andreading might be further tested and studied.
2.2 The Modern Study of Writing Teaching
There is a perennial tension in most aspects of language learning and teachingbetween languages as process and writing as product. Traditionally, in curriculumpractice, a distinction has been drawn between the activities of the syllabus designer,which have been focused on products, and the activities of the methodologist, whichhave been focused on processes. However, in recent years this oversimplistic divisionhas become difficult to sustain(Nunan 1989a). Broadly speaking, a product-orientedapproach, as the title indicates, focuses on the end result of the learning process-whatit is that the learner is expected to be able to do as a fluent and competent user of thelanguage. Process approaches, on the other hand, focus more on the various classroomactivities which are believed to promote the development of skilled language use.
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Chapter Three Theoretical Foundation ....... 11
3.1 Brief Introduction of Lexical-chunk .........11
3.1.1 Definitions of Lexical Chunks ........11
3.1.2 Classifications of Lexical Chunks ........13
3.2 Current Theoretical Findings about Lexical Chunks ........16
3.2.1 Psychological Reality of Chunks ....16
3.2.2 Chunks in Language Acquisition ....17
3.3 Lexical Chunks in Language Teaching and Learning.......18
3.3.1 The Lexical Approach.........18
3.3.2 Key Principles of the Lexical Approach .....19
3.3.3 Advantages of Lexical Chunks in English Writing.......20
3.3.4 Studies on Lexical Chunks at Home .....22
Chapter Four Methodology.........24
4.1 Hypothesis.......24
4.2 Subjects .....24
4.3 Instruments......25
4.3.1 Pre-test and Post-test.....25
4.3.2 Questionnaires.........26
4.3.3 Interview .....26
4.4 Procedures.......26
Chapter Five Results and Discussion .....34
5.1 Importance of Students’ Writing Performance......34
5.2 Feasibility of Lexical-chunk Approach.....38
Chapter Five Results and Discussion
5.1 Importance of Students’ Writing Performance
At the beginning of the new term, the author gives a pre-test to the experimentalclass and control class. The SPSS statistical software analysis shows that the writingscore between the control class and the experimental class was no significantdifference and the English writing levels of the two classes are nearly the same. Thenthe experimental class teacher uses lexical chunk approach, while the control classuses traditional language teaching approach. After one semester, English writingscores of the experimental class and the control class are compared and the resultsshow that the English writing scores of two classes have different degrees of increasefrom the previous test. The average score of the experimental increased by 2.5667,and the average score of the control class increased by 0.5334. From 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。