英语论文网

留学生硕士论文 英国论文 日语论文 澳洲论文 Turnitin剽窃检测 英语论文发表 留学中国 欧美文学特区 论文寄售中心 论文翻译中心 我要定制

Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal

英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献

ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter

澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文

小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法

英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查

temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语

经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目

日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题

职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意

商务英语翻译论文广告英语商务英语商务英语教学

无忧论文网

联系方式

产出导向法在初中英语应用文写作教学中的实验探讨

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2023-04-06编辑:vicky点击率:638

论文字数:52122论文编号:org202304031348198054语种:英语 English地区:中国价格:$ 44

关键词:英语教学法论文范文

摘要:本文是一篇英语教学法论文,本研究以杭州市仓前中学初三年级两个平行班共74名学生为研究对象,开展了为期12周的实验。实验期间两个班均由同一位老师授课,使用相同的教学材料,但在实验班采取以POA理论为指导的写作教学法,而控制班采取过程教学法。数据来源于写作测试、文本分析、问卷调查、课堂观察和访谈。

本文是一篇英语教学法论文,本文在定性和定量研究的基础上,作者对教学实验进行了分析,并对教学效果进行了反思,总结了将POA更有效地应用于英语写作教学的一些启示。基于POA理论体系,作者设计了一种将POA应用于初中英语实践写作教学的教学模式。
CHAPTER ONE INTRODUCTION

1.1 Research Background

Writing teaching plays a more significant part in second language, and writing competence becomes more critical in the global community. Nowadays, more and more researchers are dedicated to the research of second language writing, which has become an independent discipline with its theoretical system and approach. The National English Curriculum Standards (2022) list five requirements of productive skill: (1) Collecting and preparing materials according to writing requirements, drafting, revising, and completing the passage independently. (2) Writing simple instructions based on diagrams and pictures created. (3) Describing and introducing the people and events with the language learned and expressing feelings, attitudes, and opinions. (4) Using common conjunctions to express sequential and logical relationships, link information, and achieve coherent meaning. (5) Making proper self-correction, using appropriate words, and communicating appropriately and effectively. 
The NECS criteria, however, are vastly different from how writing is now taught. The following problems are prevalent in today’s writing instruction:  

Firstly, there are existing problems in writing instruction. Many teachers are unclear about the goals of writing teaching and frequently see writing as a way to reinforce recently learned language. Oftentimes, teachers assign students a topic, a list of requirements, and a time limit. Such writing lacks real communication with a targeted audience, resulting in empty content and poor language. Additionally, teachers do not provide sufficient guidance before writing, including the content, targeted language and structure. As a result, students are confused about what to write and even feel anxious. Moreover, teachers neglect the cultivation of students’ thinking capacity seriously. Teachers do not thoroughly guide students to think about the content and expression of writing and provide little chance for students to use language. 
1.2 Significance of the Study

Firstly, the theoretical significance. Up to now, most related studies have clustered in university, higher vocational school, and senior high school. However, there are limited studies in junior high school, especially in terms of English practical writing teaching. The aim of this study is to test whether POA can improve students’ English practical writing ability as well as improve positive affective experience. Therefore, this study complements and expands on previous existing studies.

Secondly, the practical significance. Students can be exposed to novel teaching approaches, stimulate their thinking, and receive timely guidance in content, language, and structure before writing, which can improve their writing ability, and improve their positive affective experience. Moreover, it offers teachers an efficient approach to instruction, discovers the problems they encountered in using this approach, offers pertinent teaching suggestions, and provides teachers with reference and enlightenment in adopting this approach. Lastly, the POA system is still being complemented and revised. Most researchers are limited to the illustration of the theory or the present论文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。

共 1/4 页首页上一页1234下一页尾页

英国英国 澳大利亚澳大利亚 美国美国 加拿大加拿大 新西兰新西兰 新加坡新加坡 香港香港 日本日本 韩国韩国 法国法国 德国德国 爱尔兰爱尔兰 瑞士瑞士 荷兰荷兰 俄罗斯俄罗斯 西班牙西班牙 马来西亚马来西亚 南非南非