高中英语语法教学中学习共同体的构建与应用 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-05-05编辑:lgg点击率:6766
论文字数:38547论文编号:org201705021845303491语种:英语 English地区:中国价格:$ 66
关键词:英语语法论文图式理论高中学校英语写作教学
摘要:本文是英语语法论文,高中生在英语写作中主要存在两个问题:首先,大多数学生对英语写作不感兴趣,且对自我提高英语写作水平的自信心不高。其次,学生的语言、内容、形式图式知识很欠缺。作文中经常会出现用词不当,语法错误,内容空洞,逻辑混乱等问题。
k of the consolidating schemata phase is to consolidate or reflect on the knowledge that the students have already accumulated. Compared with the schema-based approach, the traditional teaching method is much more teacher-centered, which only emphasizes students’ linguistic competence, such as grammar and vocabulary. Secondly, this study also has some important practical significance. First of all, it will improve students’ writing ability by activating, building up and consolidating the relevant schemata. Furthermore, under the guidance of the schema-based approach, it will help students to form good English writing habits. Moreover, during the whole writing teaching process, students can grasp some effective writing strategies as well. The author hopes that the schema-based approach can provide a practice model for English teachers in senior high school and make some English teachers reflect on the traditional teaching method.
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Chapter Two Literature Review
n order to make this experimental research scientific, the author reviews some previous research on English writing teaching both abroad and at home. In this chapter, the author will first make a summary of them and then point out some inadequacies of previous research.
2.1 Previous Research on English Writing Teaching
Writing is a form of social dialogue as well as a method of talking to others, so it is necessary to explore a method in which writing can be taught effectively. Scholars have made much research on English writing both abroad and at home. esearch on English writing teaching has begun since the 1960s. In the early studies, researchers only emphasized the knowledge of grammar, spelling, punctuation, etc. However, they revealed nothing about how students complete this knowledge. With the development of language learning from focusing on the form to the meaning, English writing teaching begun to keep a watchful eye on the process of the writing activities. Until the mid-1970s, the function of writing was to support the development of oral language. In the mid-1970s, the process-based approach became popular in the first language classroom. In the mid-1980s, two trends on English writing teaching approach developed simultaneously. One is the product-based approach. The other is the process-based approach. Product-based approach mainly emphasizes the correct usage of words, phrases, sentences and the grammar. Badger and White have mentioned that “Product-based approach views writing as &nbs
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