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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-13编辑:lgg点击率:3455
论文字数:36520论文编号:org201405131115105237语种:英语 English地区:中国价格:$ 66
摘要:In consideration of vocational college students’ low level in English writing, the lack ofresearch and application of retelling strategy in vocational colleges, it is necessary andmeaningful to explore the feasibility and effectiveness of retelling strategy related to Englishwriting in vocational colleges.
2.2 Theoretical Foundations of Retelling Strategy
In this part, it mainly demonstrates the theoretical foundation which is partially the basis ofretelling strategy, including Information Processing Theory represented by Atkinson and Shiffrinand Flower and Hayes’s Cognitive Process Theory. Information Processing Theory is a cognitive theory of learning that describes theprocessing, storage, and retrieval of knowledge in mind.Information constantly enters our minds through our senses. Most of this information soondisappears, and we may never even be aware of that. Certain information is stored in ourmemory for a very short time and then forgotten. However, a number of information is stillretained for a longer time, perhaps for the rest of lives. How does this process help studentsretain critical information? The question has been addressed by cognitive learning theorists andthat has led to Information Processing Theory, a dominant theory in learning and memory sincethe mid-1970s. (Slavin, 2004)Research on human memory has helped theorists to explain why certain information isremembered or forgotten by learners. This process, usually regarded as Atkinson-Shiffrin modelof information processing (Atkinson & Shiflrin, 1968), which dominated in the 1970s andthe1980s is illustrated in Figure 2.1. (Slavin, 2004)
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Chapter Three Research Methodology........25
3.1 Research Questions ......... 25
3.2 Subjects .........25
3.3 Instruments ....26
3.4 Procedures..... 28
3.5 Data Collection ......... 35
Chapter Four Results Analysis and Discussion...... 36
4.1 Results and Data Analysis of Pre-test, Mid-test..... 36
4.2 Results and Data Analysis of Content, Organization...... 44
4.3 Results and Data Analysis of Writing Assignments........ 50
4.4 Results and Data Analysis of Questionnaire ........ 52
4.5 Discussion ..... 53
Chapter Five Conclusion ...... 55
5.1 Major Findings.... 55
5.2 Pedagogical Implications ...... 56
5.3 Limitations of the Study........ 59
5.4 Suggestions for Further Research ..... 60
Chapter Four Results Analysis and Discussion
4.1 Results and Data Analysis of Pre-test, Mid-test and Post-test in EC and CC
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