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摘要：The concept of applied linguistics was first put forward by a polish linguist who named 库尔特内in the 19th century. The term of applied linguistics appeared in the linguistic circle in the United States and quickly developed into an independent subject. There is broad and narrow sense for the concept of applied linguistics. Broad applied linguistics refers to which makes use of the linguistic knowledge to solve the problem in other scientific fields. The problem which it solves is often cross-disciplinary (Schm int, 1992.). Applied linguistics of narrow sense refers specifically to language teaching, especially second language teaching or foreign language teaching. Through the media of applied linguistics, three areas of knowledge can be applied: first, language theory and language description, including language model and common law, the description of voice, grammar, vocabulary, semantic and pragmatic of specific language. Second, the linguistics-related subjects, those are interdisciplinary subject which are combined with linguistics; third, the education-related subjects, referring to the teaching subjects which do not belong to linguistics, but are closely related to language teaching.

Chapter I Background
1.1 Applied linguistics
1.1.1 Development of applied linguistics
1.1.2 Theory of applied linguistics
1.1.3 Problems that applied linguistics encounters in practice
1.2 Construction theory
1.2.1 Meaning of construction theory thesis/" target=_blank>应用语言学论文定制

1.2.2 Research results and literatures of constructivism theory
1.3 Focus group
1.3.1 Introduction of the basic situation of focus group
1.3.2 Analysis and evaluation on the basic situation of the focus group

Chapter II The lesson plan
2.1 Teaching plan
2.1.1 Teaching content
2.1.2 Teaching methods
2.1.3 Teaching shedule
2.2 Assessment plan
2.2.1 Set quantitative index: comparing the scores of test
2.2.2 Set qualitative index: students’ performance in class

Chapter III Results
3.1 Students’ evaluation for peer- assessment
3.1.1 Positive assessment
3.1.2 Negative assessment
3.2 Students’ evaluation for methods of peer- assessment
3.3 Students’ views on teacher’s assessment
3.4 A comparison of scores
3.5 Conclusion

Chapter IV Finding and analysis
4.1 Analysis on the results of peer-assessment
4.1.1 The Zone of Proximal Development
4.1.2 Knowledge construction
4.1.3 Cooperative learning
4.2 Analysis on methods of peer-assessment
4.2.1 Design of process of peer-assessment
4.2.2 Design of methods of peer-assessment

Chapter V Conclusion
5.1 Main conclusions
5.2 Recommendations

References
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[14]Schm int, R. W. (1992). Psycho logic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。