读写任务的练习频次对高中生英语写作的影响
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-11-10编辑:lgg点击率:7230
论文字数:37962论文编号:org201611071915274502语种:英语 English地区:中国价格:$ 66
关键词:英语论文范文频次作用读写任务英语写作
摘要:本文是英语论文范文,本研究从多方面揭示了频次在二语读写中的功能,加深了对频次效用的理解,在教学中,教师要采取频次练习的方法,利用练习频次提升英语写作,指导学生写作水平及写作信心。
1. Introduction
1.1 Research Background
With the coming of the 21st century, the researches of second language acquisition have been undergoing significant changes. The language nativism has gradually faded out. In contrast, frequency effects proposed by usage-based theories such as connectionism have regained their wider attention from scholars both at home and abroad. But there is essential difference between the new researches about effects of frequency and previous ones, as the foundations of the new researches rely on achievements of many new subjects. No matter from psycholinguistics to corpus linguistics or from computer simulation science to cognitive science, results show that frequency plays an important role in the process of human’s language learning. In the field of second language acquisition, Ellis who is an exponent of this theory proposes task frequency is the decisive factor in language learning, having a good command of language knowledge does not merely depend on the abstract grammar rules, but also is based on the memory storage of the knowledge that learners have ever read (Ellis, 2002). Proficient usage of linguistic knowledge does not rely on the abstract grammatical rules, but based on the memory of many exemplars that appear in our mind. Frequency effects involve all aspects of language acquisition. To linguistic phenomenon of different levels processing all rely on frequency knowledge. Although frequency effects in these emerging theories have become a hot topic in second language acquisition these years, the related studies are comparatively fewer, even much fewer in China, especially the researches on second language writing. Rott (2002) studied the influence of task frequency on vocabulary acquisition and proved that the task frequency that learners’ applied to vocabulary learning is indeed closely related to their vocabulary level. Jensen&Vinther (2003) and Kiewra&Mayer (1991) both studied frequency’s influence on listening understanding. They found that task frequency was helpful for improving learners’ listening comprehension to some extent. Compared with other language skills, scholars do much more researches on oral English, and most of them attach much more importance to the influence that task frequency gives to the fluency of oral &nb
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