名词词组扩展法在大学英语写作教学中的应用研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-01-16编辑:lgg点击率:7806
论文字数:37862论文编号:org201701162017137130语种:中文 Chinese地区:中国价格:$ 33
关键词:大学英语教学论文英语写作名词词组扩展法名词词组特点
摘要:本文是大学英语教学论文,本次运用了定性和定量相结合的方法来确定实验,实验前的统计数据分析表明,实验组在实验后扩展名词词组结构来表达信息的能力增强。
English and written English through classroom discussion (including whole-class discussion and group discussion) (Yang, 1998), modern teaching technology aided English writing teaching (Shi, 2001; Wang & Gao, 2001; Park & Cho, 2014; Hwang, Chen, Shadiev, Huang, & Chen 2014), feedback (Ellis, Sheen, Murakami, & Takashima, 2008; Zhao, 2010; Behin & Hamidi, 2011; Wang & Wang, 2012), length method (Guo, 2011), creative writing activities (Tok & Kandemir, 2015), lexical chunks (Li, 2015), etc.
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1.2 Purpose and Significance of the Study
English writing, playing an essential part in English as Foreign Language (EFL) learning, cannot be ignored. Some students purely listen and read English but do not write English. The actual process of English writing facilitates students‘ English learning. English writing itself is a basic skill. This
thesis reviews numerous latest researches on EFL writing, providing the research areas of EFL writing and the focuses in recent studies on EFL writing. The review, as a resource for this study, elaborates the necessity of this study. There are various areas in EFL writing researches. But only few researches focus on the area of nominal groups. These researches on nominal groups are from the perspective of text analysis. No researches on the use of nominal groups are from the perspective of application in EFL writing teaching. Therefore this study fills in this gap. This thesis tries to focus on an area that has not drawn enough attention in EFL writing. But it does not mean that other areas are less important. This study is carried out from the perspective of the application of teaching on Nominal Group Expanding. This thesis tries to examine the effectiveness of the application of Nominal Group Expanding in English writing teaching on the quality of compositions written by college students, hoping to raise students‘ confidence and interest in learning English and to improve students‘ English ability. Three research questions addressed in this study are as follows: 1. What are the characteristics of nominal group application in students‘ writing before and after the experiment? 2. Are there any changes in the use of nominal groups in students‘ writing? If yes, why? If no, why not? 3. How to improve  
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