Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal
英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献
ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter
澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文
小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法
英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查
temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语
经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目
日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题
职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-28编辑:lgg点击率:4373
论文字数:32600论文编号:org201404281141015380语种:英语 English地区:中国价格:$ 66
摘要:The purpose of the research is to explore the validity and feasibility of peerreview in translation teaching to English majors. Specifically, the study will hopefullythrow some light on the nature of peer review in the Chinese specific context.
2.2 Theoretical Frameworks for Peer Review
2.2.1 Collaborative Learning Theory
Collaborative learning is regarded as one of the most significant and fruitful fieldsof theory, research, and practice in education. According to Johnson et al.,“collaborative learning , also known as cooperative learning, takes full advantage ofsmall groups so that students work together to maximize their own and each other’slearning”(1991). Thus, the students are offered an environment through collaborativelearning where a student interacts with one or more his fellow peers to deal with aspecific problem.Learning as well as knowledge is socially constructed, and students will learnmuch better if they participate in the learning process actively. Lots of researchersargue that students who are divided into small groups tend to learn more of what istaught. In addition, when the same content is presented to students in otherinstructional formats, the students divided into small groups could also retain muchlonger. Hence, students working in collaborative teams seem to be greatly satisfiedwith their classes (Beckman, 1990; Chickering and Gamson, 1991; Cooper andAssociates, 1990).Proponents of collaborative learning maintain that students within small groupswho exchange their ideas actively could not only increase their interest but alsopromote their critical thinking. Johnson (1986) proposed that there was convictiveevidence that students in cooperative groups could achieve at higher levels of thoughtand kept up information longer than those who studied quietly as individuals.Through the collaborative learning students could gain an opportunity to participate indiscussion and take responsibility for their own learning as well as become criticalthinkers (Totten et al., 1991).
…………………
Chapter Three Methodology.....19
3.1 Research Design .....19
3.1.1 Objective and Questions ......19
3.1.2 Participants.......19
3.1.3 Instruments.......20
3.2 Research Procedures.......21
3.3 Data collection....27
Chapter Four Results and Discussion ......29
4.1 Results and Discussion on the Test Study ......29
4.1.1 Pre-test Study .......29
4.1.2 Post-test Study .....32
4.1.3 Comparison of EC’s Scores in the Pre-test and Post-test ....35
4.1.4 Comparison of CC’s Scores in the pre-test and post-test.....36
4.2 Results and Discussion of Questionnaires......37
4.3Results and Discussion of Interview .......45
4.3.1 Question One .......45
4.3.2 Question Two .......45
4.3.3 Question Three.....48
Chapter Five Conclusion.......49
5.1 Major Findings .......49
5.2 Pedagogical Implications .......50
5.3 Limitations and Suggestions for Further Study......52