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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-10-12编辑:vicky点击率:1112
论文字数:43522论文编号:org202210081120203394语种:英语 English地区:中国价格:$ 66
关键词:英语教学论文发表范文
摘要:本文是一篇英语教学论文发表,本文研究表明:思维可视化训练可以提高学生的英语续写成绩,使他们对英语续写有积极的态度。从这项行动研究的结果中可以得出一些教学启示。
4.1.1 Differences in the students’performance between the pretest and the first test
After the first round of action research,the first test was carried out.The test paperswere graded with the holistic scoring method.The scores were classified into five bands tounderstand the overall situation of the students'composition scores.The details are asfollows(Table 4.1):
Chapter Five Conclusion
5.1 Major findings
To begin with,thinking visualization training can improve students’performance inEnglish continuation writing.The data show that after each round of action research,thestudents'scores on the writing tests were significantly increased compared with the pretest,which indicates that thinking visualization training can improve students'writingperformance and develop their writing ability.
Additionally,the application of thinking visualization training has positive effects onthe content,organization,and language use of English continuation writing.The scores ofthe content,organization,and language use on Test One,Test Two and the post-test weremuch higher than those on the pretest.The results of the research show that thinkingvisualization training can enrich writing content,improve the coherence of writing,andincrease syntactic richness,lexical accuracy and diversity in English continuationwriting.
Lastly,thinking visualization training can enhance students’self-confidence and makethem have a positive attitude towards English continuation writing.In classroom writingteaching,the researcher used different types of thinking visualization tools to activate andreconstruct the students’content schemas and formal schemas.So the students were veryactive in the process of reading and writing,experiencing the fun of thinking collision andthe sense of achievement.According to the analysis of questionnaires and interviews,thestudents'interest in writing increased because the use of thinking visualization tools madethem study in an active learning atmosphere.Instead of thinking alone,group discussionfacilitates information sharing and fosters creativity.Through this process of discussion,good students can learn from each other,while poor students can get help from good students.In this way,students are able to gain new information and become more inspiredby their group members.As a result,they become confident in their abilities to write inEnglish.
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