英语论文网

1.1 Research Orientation
英语研究文章（RA）的写作是中式学院级英语学习者在课堂设置作为一门外语（英语）的最高和最后阶段。在抓英语交际能力，外语学习者需要学习英语RA写作奠定了基础，为他们未来的学术研究在英语写作RAS。英语RA写作能力是必不可少的，以学生的成功处理学术写作任务中遇到的高等教育的设置（例如，课程论文，学士学位论文），并为他们进入学术话语社区也有个前提，如果他们决定追求奖学金之外本科教育（2000）弗劳尔迪。 RA写作能力的发展，但是，可以是一个非常困难的任务。一些研究（例如，Battels，2003）表明，即使广泛的学术准备的人可能很少有接受或下站在自己的研究领域中普遍存在的话语实践。即使是高度成功的非母语（NNS）的学者也承认，写的RA inEnglish是困难的（白金汉宫，2008）。高度先进，训练有素的的NNS学生表现出许多他们在英语为母语的国家的大学和大学水平的研究中的问题和不足，比如，约翰（1997）发现，许多NNS研究生和本科生，经过多年的ESL培训，往往失败恰当地使用了公约和功能RAS。
English research article (RA) writing is the highest and final stage for Chinesecollege-level learners of English as a foreign language (EFL) in classroom settings.After grasping communicative competence in English, EFL learners need learnEnglish RA writing to lay a foundation for writing RAs in English in their futureacademic study. English RA writing competence is essential to students' successfulhandling of academic writing tasks encountered in a higher Education setting (e.g.,course paper, BA thesis) and is also a prerequisite for their entry into the academicdiscourse community if they decide to pursue scholarship beyond an undergraduateeducation (Flowerdew, 2000). The development of RA writing competence, however,can be a very difficult undertaking. Some research (e.g., Battels, 2003) suggests thateven people with extensive academic preparation may have little acceptance orunderstanding of the discourse practice that prevails in their field of study. Evenhighly successful non-native speaker (NNS) scholars admit that writing an RA inEnglish is difficult (Buckingham, 2008). Highly advanced and trained NNS studentsexhibit numerous problems and shortfalls in their studies at the college and universitylevel in English-speaking countries, for instance, Johns (1997) found that many NNSgraduate and undergraduate students, after years of ESL training，often fail toappropriately use the conventions and features of RAs. The difficulty of acquiring RAwriting competence in a second language (L2) is even greater because an L2 writerhas to grapple with a wider range of issues, such as lack of sophistication in their useof language. Therefore, EFL students need systematic guidance and well-designedinstruction to acquire RA writing competence.
The course of English RA writing has been set up for senior undergraduate English-majors in most universities in China aiming at preparing students for BAthesis writing. However, research on RA writing classroom teaching practices is stillat the beginning stage in China, and the outcomes of RA writing teaching are far fromsatisfactory. It is commonly believed that the obstacles of students in writing RAs areconcerned with the rhetorical, organizational and linguistic characteristics of RAs.The textbooks of how to write RAs for undergraduate English-majors mainly explainthe linguistic features and discourse structures of RAs，or some rudimentary skills ofdoing research such as collecting source materials, note taking, drafting, and revising(e.g.，Cheng & Qi, 2005; Huang, Ge & Zhang, 2006; Zhou，2006). In the traditionalEnglish RA writing classroom teaching, instructors always limit themselves to theintroduction of research and writing skills, such as library research, documentationstyles, and formatting techniques, without assigning real RA writing practice.Nevertheless, study shows that when writing the thesis for their BA degree, aconsiderable number of English-major l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。