显性教学与隐性教学对中国英语学习者 书面语中认知立场表达影响比较研究 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-05-06编辑:lgg点击率:5945
论文字数:39587论文编号:org201705042007119544语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文隐性教学认知立场英语写作
摘要:本文是英语教学法论文,本研究丰富了外显和内隐学习和教学在二语习得领域的相关理论。此外,这项研究可以提供额外的经验证据,不同的有效性显式和隐性教学在真实的课堂环境。此外,实验的目的是确认是否显性教学比隐在外语学习和教学环境在中国整体更有用。
processed and analyzed in a scientific way. The results of the experiment is satisfying since it not only verifies the hypothesis, but also reflects the different effects of explicit instruction and implicit instruction on Chinese EFL learners and puts forward some meaningful implications for English teaching and learning. This chapter, thus, is to report, analyze and discuss the results of the research according to the sequence of the research questions.
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Conclusion
The results and analysis of the experiment verifies the different effects of explicit instruction and implicit instruction. Compared with implicit instruction, the effect of explicit instruction is obvious in terms of the improvement of learners’ epistemic types and performance in their writing. Implicit instruction, however, is more effective for learners’ long-term retention of the target language point. Through the experiment and the data analysis, major findings are figured out to throw light on English teaching and education in the future. This study, as an empirical one, aims to testify the effect of explicit instruction and implicit instruction on Chinese EFL learners’ use of epistemic stance markers. During the experiment, three tests are designed to measure students’ improvement and development in both the experimental group and the control group. According to the comparison of the results between the experimental group and the control group, the major findings are listed as follows. (1) Explicit instruction is more effective on improving Chinese EFL learners’ English learning ability with the main focus on form. This finding is similar to the study of many researchers and scholars in the field of EFL and SLA. In the present English teaching environment, EFL teachers should be encouraged to use explicit instruction more frequently and give a detailed explanation of the target language rules before teaching the language point. More attention should be paid to learners at low proficiency level, for the rules of the target language may be difficult and incomprehensible for them to obtain in a short period of time. (2) The effect of implicit instruction is less significant than explicit instruction in a short term. That is to say, implicit instruction needs more time to reach &nb
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