本文是一篇英语论文，英语并没有决定性和国际承认的标准，所以不同国家的英语有时可能妨碍沟通。虽然如此，不同地区的英语口音仍能互相理解。（以上内容来自百度百科）今天为大家推荐一篇英语论文，供大家参考。
硕士英语毕业论文范文精选篇一
Chapter One Introduction
1.1 Research Background
Teacher professional development has been the hot topic in education circle since1980s. It has been generally accepted that teachers have been playing the important rolesin foreign language teaching. Many educators and experts hold the belief that teacherprofessional development has a great impact on education reform. Without good teachers,the intellectual training and social development will correspondingly be impossible. Forthese reasons, many scholars abroad carry out abundant studies and researches onteacher development from the perspectives of teacher training, teaching mode andstrategy, reflective teaching and teacher cognition (Freeman 27-45; Johnson 507-535;Bartlett 202-214). According to Jia Aiwu, the researches abroad mainly focus on twoaspects: on one side, training on knowledge and skills and theoretical awareness ofteacher self-reflection and the ways to facilitate teacher professional development on theother (57-59).In recent years, the researchers home have made the significant breakthroughsconcerning the development of EFL teachers. For instance, Wu Yi an proposes thefeatures of excellent EFL teachers and the frameworks of teacher professionaldevelopment (199-205). Xia Jimei s findings reveal the myths and dilemmas of foreignlanguage education and propose the strategies to cope with the stress and challenges thatEFL teachers encounter (4-6).In China, with the implement
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1.2 Significance of the Study
Both reflective teaching and teacher professional development are the focuses in theeducation circle worldwide in the last two decades. The researches on reflective teachingand professional development in China fall behind their counterparts in western countries.In fact, the related research is even rare regarding reflective teaching and teacherprofessional development in Inner Mongolia. Therefore, the present study is significantin that it seeks to study teacher professional development through reflective teachingwith the authentic information hoping to provide the inspiring thought for both teachersand authorities. The study is meaningful in promoting the quality of teacher team andbettering the development of college English education. It is also hoped to give theguidance for college English teachers growth through college English teachers reflectionand ponder the hidden reasons or belief, find their problems, summarize their successesand failures in their teaching, and improve or correct some behaviors in class teaching.All in all, it can improve the reflective ability, internalize their belief and enhance their teaching effects. It can promote the effective and systematic reflection in their teachingprocess, and give the guidance for all-round development and growth for college Englishteachers, shift their ways of thinking, further improve the professional aptitude topromote the development of college English education in Inner Mongolia.
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Chapter Two Literature Review
2.1 Reflective Teaching
Reflection，more than a way of thinking, is expounded from the ancient times tilltoday. Scholars from home and abroad pose their understandings and give their owndefinitions to it. For example, in China, the ancient Chinese Saint Confucius told hisstudents to have a reflection on themselves every day to figure out their faults. In the west,the early study on reflection came from English philosopher and educationist Lock andHolland philosopher Spinoza (Rui 32).Since the early eighties a number of approaches to teacher development have beenproposed and implemented. One of the forms to help teachers improve their practice wasreflective teaching, which was popularized by Cruickshank. (Cruickshank & Applegate1981; Cruickshank et al 1981) and Zeichner (Zeichner 1981-2; Zeichner and Teitlebaum1982; Zeichner 1983) （Richards and Nunan 202）The notion of reflective teaching has been much discussed since Dewey originallyconceived of “reflection” in his book How We think as the “active, persistent and carefulconsideration of any belief or supposed form of knowledge in the light of the groundsthat support it and the further conclusions to which it tends” (9). Cruickshank et aldefines reflective teaching as the “the teacher s thinking about what happens inclassroom lessons, and thinking about alternative means of achieving goals or aims”, hesees it as a means to provide students with an opportunity to consider the teaching eventthoughtfully, analytically and objectively (533-554).
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2.2 Teacher Professional Development
Teacher professional development has been the center since 1980s in education field.For a better understanding, the definition and related research are presented in this part. Teacher development went through three stages, namely, teacher training, teachereducation and teacher development. When it comes to the definitions of teacherprofessional development, the understandings to teacher professional development can bepided into three diagrams: the process of teacher professional growth, the process ofpromoting teacher professional development and the combination of the above twounderstandings. In this paper, the author favors the first tendency and holds the view thatteacher professional development is the process of teacher professional growth asinpiduals. Therefore, the following is the summary of the definition of teacherprofessional development from the first angel.The earliest one to propose the professional development is E. Hoyle, he believed that“teacher professional development is a process in which teacher possess the vitalknowledge and skills in order to master the good professional practice” (42). Perry heldthe opinion that teacher professional development was teacher s growth in theirprofessional life, including the strengthening of faith, the improvement of skills, wideningsubject matter knowledge, deepening of their awareness of class teaching and intensifyingof their belief for class activities (143). According to Fullan & Hargreaves, teacherprofessional development not only referred to the development in the specific area throughteacher training, but also the all-round development of teachers in aim awareness, teachingskills and colleague cooperation etc (8-9).
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Chapter Three Methodology..........15
3.1 Research Questions .....15
3.2 Subjects .........15
3.3 Instruments ....18
3.3.1 Questionnaire ....18
3.3.2 Reflective Journal.....18
3.3.3 Interview ....19
3.4 Data Collection and Analysis ....20
Chapter Four Findings and Discussions ...... 21
4.1 Findings of Reflective Teaching Questionares..... 21
4.2 Findings of Reflective Journals ....... 35
4.2.1 The General Situtions of Reflective Journals .... 35
4.2.2 Interpreatations of Reflective Journals ....... 36
4.3 Findings of Interviews ....... 43
Chapter Five Conclusion.......... 49
5.1 Summary of Main Findings...... 49
5.2 Limitations and Recommendations ........ 50
Chapter Four Findings and Discussions
4.1 Findings of Reflective Teaching Questionnaire
Question 1 conducts the survey on the college English teachers familiarity withreflective teaching in Inner Mongolia. In the four choices, A stands for Knowing Well, Bfor Knowing, C Knowing a little and D Not Knowing. Figure 4.1 indicates the percentage.It is obvious that only 6% of college English teachers know reflective teaching well, 36%of teachers know reflective teaching, 45% of teachers know a little about it, and finally13% of teachers know nothing.From above, it can be seen that 42% of college English teachers know reflectiveteaching, 58% of teachers are not so familiar with it. In other words, the result offamiliarity of reflective teaching is not positive in Inner Mongolia. Question 2 investigates the frequency of reflection practiced in college Englishteachers in Inner Mongolia. The Four choices separately are, A Never, B Occasionally, COften and D Always. Figure 4.2 is the pie chart which clearly indicates the percentage. Itcan been from the statistics that 2% of college English teachers never reflect on theirteaching, 26% of teachers occasionally reflect their teaching, 57% of teachers often reflecttheir teaching, and 15% of teachers always reflect their teaching. From above, it can beconcluded that reflection practiced among college English teachers are optimistic, among175 subjects, altogether 72% of teachers often and always reflect their teaching.
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Conclusion
In this chapter, a brief conclusion comes to summarize the present study on reflectiveteaching and teacher professional development in Inner Mongolia, and then someimplications are discussed and limitations of this study are pointed out. This research leads to the following findings:First of all, it has explored the general situation of reflective teaching among collegeEnglish teachers in Inner Mongolia which covers three aspects, namely, reflective focus,reflective techniques and reflection effects. In the survey it can be found that 72% ofcollege English teachers reflect their teaching, however, 58% of teachers they do not knowreflective teaching well. For reflective focus, college English teachers reflect most isteaching method, whereas the least one is teaching aim. The favorite reflective techniqueconcerning students is communication and talk with them through different channels, andthe favorite technique for teachers themselves is the discussion and learning fromexperienced colleagues, the least popular one is recording their classroom teaching. Forreflection effects, 87% of college English teachers hold the positive opinion of thefacilitation of reflective teaching to teacher professional development and believereflective teaching can promote their professional growth in certain aspects, the mostagreed one is teaching practice, the least one is research.
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References (omitted)
硕士英语毕业论文范文精选篇二
Chapter 1 Introduction
1.1Research Background
Generally speaking, vagueness is an essential propeity of natural language.Since Zadeh (1965) firstly smdied the tenu “fiizzy” in lus publication Fuzzy Sets.ftizziness had enjoyed growing interest in various research fields, which ushered intoa i3ew era of research on fiizziaess. The fuzzy-set theory proposes that an object isregarded to be subsuaied to a group or a set to a certain extent, rather than beingcategorically iii the type or nor within a sharply defined boiuiciaiy. After Zadeh, GLakoff (1972) coined the term ' hedge'' in his article "Hedges: A Study in MeaningCriteria and the Logic of Fiizzy Concepts", his definirion had casted at least twovital implications: firstly, ftizziiiess or vagueness is universal in language, reachingevery comer of language fiom words to Imger language units like phrases andsentences. Accordingly, vagueness should be treated as a semantic phenomenoninstead of purely a lexical one. Secondly, hedges could not only make things moteftizzy but also make them less fuzzy. In other words, hedges coiild adjust the degreeof fUzziiiess, either strengthening or weakening it. Drawing on this inteipretation,many researchers explored the concept of hedge from various angles, such as theperspective of seiuaiifics, thriving in 1970^. Tlien. attention was directed into thefields of pragmatics, discourse analyst and second language acquisition.Research on hedge has also extended to academic writing. Actually, a great dealof r^earch had proved that academic wiiring is not purely objective, iinpersoual andinformational as had once been believed. A large number of studies (Lakoff’ 1972;Skelton, 1988, 1997; Chamiell 1994: Hylaud, 1994, 1998; Vaittala, 1999) haverevealed that wrifers also need to stare rheir views cautiously, precisely, andtentatively for the sake of catering to tbe academic coimminity^ expectations and towill acceptance and support for their claims. Particularly, one of die approaches toarrive at this purpose is through the use of hedges. Therefore，hedging devices,which couid convey teutativeiiess and possibility, play a promineut role in writers.Ml membeiship and involvement in the academic community.
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1.2Purpose and Significance of the Research
Generally, a large number of empirical studies have revealed the fact diatChinese EFL learners have problems in using hedges in English academic writing.These studies attempt to call for attention to this issue and tiy to find the gapbetween NES and Cliiuese EFL learners in terms of the performance ou hedges inacadeiBic writing. Nevertheless, few empiiical researches are couceiiied with thepedagogical exploration to bridge the gap detected. Consequently, this paperprepares a training on hedges based on die process-genre approach. It attempts tofind a positive way to enable the subjects to realize the importaxice and functions ofhedges in academic writing. Then，develop tliek understanding of the principles andmechanics of hedges so that they could flexibly and accurately apply hedges hi theirwriting. The ultimate piupose of this research is to probe into an effective teaching aiodel in teaching hedges and to provide a reference for teachers iii future trials ofhedging instruction.
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Chapter 2 Literature Review
2.1 An Overview of Previous Studies on Hedges
The linguistic term of hedge is first defined by George, Lakofif (1972) iii hisarticle Hedges: A Study in Meaning Critena and the Logic of Fuzzy Concepts.Lakoff uiiderliues the logk of hedges and tries to formulate a list of hedges.Additionally, he notices that hedg miglif have the possibility to “interact withfelicity conditions for utterances aiid with rules of conversation” (Lakofif, 1972: 213).Evidently, Lakoff deals with tiie logical qualities of hedges. Nevertheless，theexplomtion of the concept of hedge has just started. LakofTs article draws theattention of other researchers on this topic，and also engenders controversies on thisconcept. Hence, his major coutiibutiou lies in putting fonvard the very notion ofhedg, including its definition and main characters. It then encourages manylinguists to probe into his model and idea.Following LakofiTs exploradoti on hedges, Zadeh (1972) also focuses onhedges from the point of view of semantics. He analyzes simple English hedges like relath'eJy, appivximate, genera!ly aiid more coii^licated ones like techmcally andpractically (quoted ill Markkaiieu & Schroder，1997: 251). Generally, it is a toughjob to distinguish the definite bouiidaiy between from the perspective of logic andfrom fhe pei^pective of semantics, such as Zadeh (1972). As presented above, itoffers analysis on hedges from the view of logic, but it might also be viewed to dealwith hedges fiom the view of semantics, since ineaniiig inteipretatiou is closelylinked with semantics.
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2.2 A Review of the Pedagogical Framework~Process-Genre Approach
The reason of taking PG approach as the pedagogical framework in thisresearch mainly includes two aspects. On one hand. Scales (1990) aienrioaed lot of academic wiiring instruction is intended to raise learners，awareness of“prototypical examples of relevant genres". Heace, genre analysis is anindispensable part in the academic writing instaicrion. On the other hand，PGapproach is assumed to incoiporate the essential ideas of genre approach, processapproach and product approach. Additionally, it tries to avoid certain deficiencies oftraditional teaching approach. As a result，PG approadi could be regarded as anenriched model to teach hedges. It is a type of iiiregiated writing approach, whichinclines to iiiaxiniize the effectiveness and minimize the disadvantages of theproduct approadi, process approach and genre approach.
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Chapter 3 Research Design.........30
3.1Research Questions.......30
3.2Research Sto.......30
3.3Corpus Collection.......31
3.4The Procing of PG Approach.......32
Chapter 4 Data Analysis andDiscussiom.......33
4.1Overview....... 33
4.1.1Overall Frequency and Distribution of Hedges in tiie Two Corpora.......35
4.1.2Most-Frequeatly-U$ed Hedges in Both Corpora.......35
4.2Dxflferfflt THstabxxtiom and Frequencies ofHolges in Each Type.......37
4.3Summary.......37
CSiapto: 5 blications.......38
5.1An Ovml Assessment on the Effect of PG Approach on Hedging ItBtruction.......38
5.2Pedagogical boplicatiom on Ibe Engih Academic Writing.......39
5.3 Summary.......42
Chapter 5 Implications
5.1 An Overall Assessment on the Effect of PG Approach on Hedging Instruction
This research is aimed at improving learners’ awareness and abilities onemploying hedges in English abstract writing and familiarizing them with relatedknowledge oa the function and importance of hedges m the academic writing. PGapproach, as the pedagogical framework of the training course, is embedded in theprocess of hedging instruction. After about three periods of classes, a positiveanswer to this training is obtained from analysis of the frequency and distribution oftypes of hedges in the pre-writing aiid post-writing coipora. Admittedly, datacollected from abstracts in pre-writing and post-writing could not absolutely andcoiupreheusively represent the subjects' performance on hedges. However, the data may, to certain degree, reflect the rough trend or changes on hedgingpeifonmnce by these subjects after the training. From tiae analysis in chapter four，itis clear that progress occurs in some aspects, such as the increased number and morepersified types of some hedges, the gradual attention directed to some areas whichare overlooked before. Obviously, nof all problea on hedging uses are solvedthrough this short-time traiiiiug course. For example, the application of episteiuic1101U1S is always the weak point for these subjects，and some other points also call formore attention and practice.
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Conclusion
Tills reseiuch is concerned about a pedagogical exp oiarion cm hedgesemployed in Chinese non-English postgraduates' English abstract writing. Twoself-compiled corpora of 120 English abstracts are exaiuiiied. with 60 abstracts ineach coipiis by 60 non-English postgraduates in BUPT before and after a trainingcourse oa hedges. Based on Hyland's (1998) definition and categoiizarion ou hedges,the author conducts a contrastive analysis of hedging techniques in the two coipora.After au ixi-depth mtrodiicfion on related research of hedges and PG approachrespectively, the auflaor presents the detailed classroom teaching contents and style,which is in accordance with the main principles of PG approach. Then，chapter fourdemonstrates a quantitative study of hedging devices in both corpora. Finally,chapter five is a tentative attempt to evaluate the effects of PG approach in thisresearch. Collectively q)eakiiig, it is considered that PG approach is effective inimproving these subjects' awareness in employing hedges in English abstract writing.Moreover, two suggestions are proposed for ftirther improvements on PG approachin hedging instrucrion and four pedagogical implications are drawn after a briefillustration of major problenis in Chinese EFL writing class.In accordance with the r^earch questions raised in chapter three, the mainfindings are as follows: firstly, in terms of these subjects' peifomiance on hedgesbefore the training, the author finds that NES are more proficient in hedging devices.Larger number of hedges and more types is captured in NES coipus and it is thesame case for each subtype of the lexical hedges. Hence, there is a gap in hedgingabilities between these subjects and NES.
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Reference (omitted)
硕士英语毕业论文范文精选篇三
第一章 引言
1.1 研究背景
听力是外语学习过程中的一个重要组成部分，同时在听话者通过语言输入构建其意思的过程中，它也被定义为一项积极主动的过程。在学习一门新语言的时候，听力技能是能够影响读写能力的，而且发展的速度要比其他三种技能更快（即说、读、写三种技能）。根据 Feyten（1991）统计，在每天的日常交流中，人们会把 45%的时间分配给听力，30%分配给谈话，16%分配给阅读，9%分配给写作。”The listening skill was not onlya rule of language but also acquisition second language skill ”(Vandergrift,1997)，听力技能不仅是语言的一个规则，也是第二语言技能的习得。听力理解的意思就是理解第二语言或者外语的讲话。对于一门外语的语言学习者来说，如果他们不能理解说话人表达的意思，那么就很容易导致误解和困惑。在这个政治、经济、文化和科学技术快速发展的社会，英语变得越来越重要。同时，对于初中生来说，英语极为重要，因为它不仅能提高初中生的语言能力，发展他们的智力、情感和对于英语学习的态度，还能够对他们未来的人生产生重大的影响，适应全面建设我们社会的要求。自从 20 世纪 70 年代以来，语言学家和教育家就开始就找出学好英语的捷径进行了大量的调查。在学者的成就中，他们发现存在一套复杂的可能会影响学习成绩和智力的变量，包括态度、经历、学习策略、语言能力倾向、认知方式、个人特点、动机、年龄和性别等等（Nyikos & Oxford, 1993, Benson, 1991, Sakui & Gaies,1999）。在这些变量中，语言学习策略的重要性和大量的使用已经得到国内外语言学家和教育家的广泛认可（Susan Parks, 2004）。正如 Nyikos 和 Oxford（1989）所声称的那样，学习策略的恰当使用能够使学生们通过挺高他们的自制力、独立性和自我指导能力来对自己的学习负责。此外，学习策略不仅是积极参与的工具，而且恰当的学习策略能够推进语言学习，促进进步和树立自信（Oxford, 1990）。
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1.2 论文结构
本论文的目的在于，为初中生提供一个英语听力学习策略的描述，总结出初中生英语听力学习策略的使用与成绩的关系，以及他们听力策略的可行性，从而为他们提供有效的听力学习策略的意见，使学生了解英语教学和学习。本论文以新课标背景下初中生英语听力学习策略作为研究的切入点，主要研究解决以下问题：（1） 初中生英语听力学习策略的整体运用情况如何？（种类和频率）（2） 高分组、中分组和低分组的初中生英语听力学习策略的种类和使用频率有何异同？本论文包括六个章节：第一章为引言部分，分别阐述了该论文的研究背景、研究目的、研究意义，并概括介绍论文的框架；第二章为文献综述，主要概述了国内外关于英语听力学习策略的理论和实证的两个方面的研究；第三章为研究设计部分，其包括研究问题、研究对象、研究工具、研究方法和数据收集；第四部为数据分析与结果讨论，内容主要包括初中生听力学习策略的总体使用情况，高分组、中分组和低分组初中生听力学习策略的使用差异，以及听力成绩和听力策略之间的相关性；第五章为结论与启示部分，主要概述了本论文的研究发现，研究结论，本论文研究的局限性和今后的研究方向，以及关于初中生听力学习策略的建议等；第六章为结语部分，主要回答了论文提出的两个问题，同时根据本论文研究的结论为初中生听力策略的使用提出相应的建议，从而提高其整体的学习成绩，使学生了解英语教学和学习。
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第二章 文献综述
2.1 语言学习策略的定义及分类
“关于语言学习策略的研究只有三十年的历史。在 20 世纪 60 年代以后，随着现代心理学的发展，人们认识到人的认知活动是极其复杂的思考和问题解决的过程。所以，研究学者的思维过程和学习过程成为学习研究的重点。”（钱秀金，2010）“学习策略”一词是由语言学家 Oxford 在 1990 年第一次提出的。学习策略的定义和分类一直是学习策略理论研究的重点之一。然而对学习策略的定义和分类国内外至今还没有达成一致。外语学习研究者曾经对语言学习策略进行了各个方面的探讨，提出了学习策略的多种定义，概括起来可以将语言学习策略定义为学习者在学习一门语言时，根据自身实际情况，为了有目的地对整个学习过程进行设计、计划、组织、监控和反馈以达到最佳学习效果所采用的活动方式和手段。Stern（1983）认为“根据我们的看法，策略最好用于泛指语言学习者采用方法（approach）的一般趋势或总体特点，技巧（techniques）用于描述可视行为的具体形式”；Chamot（1987）将学习策略定义为“学习策略是学生采取的技巧、方法或者刻意的行动，其目的是为了提高学习效果和易于回忆语言的形势及内容”；Cohen(1998)将语言学习策略定义为“指导学习者有意识或者半意识的行为和心理活动，这些内外部活动有着明确的目标。一种目标可能是使语言知识和语言技能的学习变得更加容易，另一种目标是为了语言的运用或者弥补学习者语言知识的不足”。
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2.2 国外关于听力学习策略的实证研究
1975 年，Rubin 以一篇题为“What ‘the Good Language Learner’ Can Teach Us?”的论文拉开了研究和探讨语言学习策略的序幕。在后来的 30 多年里，语言学习策略的研究无论是在广度上还是深度上都得了长足的发展。O’Malley 和 Chamot(1990)等对一组中等水平的中学生进行了有关听力学习的元认知策略、听力的认知策略和交际/情感策略的培训，通过研究发现，学习过听力策略的小组要比没有学习策略的小组的成绩高，而掌握了听力元认知策略的小组的成绩在四次测试中有三次要比只掌握认知策略和交际/情感策略的一组的成绩高，从而得出结论听力元认知策略在听力策略中的重要作用。（Cohen，1998）Thompson 和 Rubin（1996）把 36 位俄语成绩为中等水平的大学生作为研究对象，将其分成了实验组和控制组两个小组，对 12 为控制组的学生进行 15 个小时的口语、写作策略训练，通过 45 个影像片段对 25 位实验组学生进行了相同时间的听力策略集中培训，最后进行影像内容听力理解测试，测试研究的结果发现，实验组对于原版电影、访谈、原版材料和新闻这四方面内容的听力理解的水平都明显高于控制组。（冯永宏，2003）
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第三章 研究设计.......6
3.1 研究问题...... 6
3.2 研究对象..... 6
3.3 研究目的..... 6
3.4 研究工具..... 6
3.5 数据收集..... 6
第四章 结果与讨论.........8
4.1 初中生英语听力学习策略的种类和使用频率...... 8
4.2 高分组、中分组和低分组的初中生英语.... 10
第五章 结论.......14
5.1 本论文的研究结论..... 14
5.2 本论文的研究启示..... 14
第四章 结果与讨论
4.1 初中生英语听力学习策略的种类和使用频率
听力元认知策略是听力学习者以提高听力水平为目标而采取的计划，自我监控和评估行动，是一种典型的学习策略，是学生对自己整个学习过程的有效监视以及控制的策略。从表 1 中的第 1、6 项，我们可以得出的结论是，高分组、中分组和低分组这三个组的学生都基本上能够有明确的听力学习目标，并能够集中注意力，然而根据 2、4、5、7 项可以看出这三个组的学生在听力学习策略的使用方面有明显的不同，即分数越高的学生对待英语学习的态度越积极，越能够主动地探索和寻求适合自己的学习策略，越能够认识到语音和语法与听力之间的密切联系，反之亦然，分数越低的学生对于英语学习的积极性越低，亦不能很好地运用听力策略，对于听力学习策略的运用缺乏灵活性，因此其听力成绩和水平相对提高的较慢；从根据 3、8 项得出的高分组、中分组和低分组的初中生都不太注意制定学习计划，大部分的初中生练习听力的方法和策略都比较的单一，缺乏多样性。根据以上的分析研究可以得出，元认知策略在听力学习中起着极为重要的导向作用。
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结论
根据对调查问卷、学生期末英语考试成绩以及听力成绩的研究，和对相关数据的分析，我们得出了文中提出的两个问题：
（1）高分组、中分组和低分组学生在听力学习策略的使用情况方面存在明显的差异，即分数越高的学生越能积极主动的寻求适合自己的英语听力学习策略，更能了解到语音、语法和听力之间的关系，对英语的学习也有更积极地态度，反之，分数越低的学生则不能恰当地运用听力策略和很好地区分不同的听力任务，对听力学习策略的运用缺乏灵活性，也不能在听后进行积极的总结和反思，因此听力水平进步不大。分数越低的学生越不能很好地意识到语音、语调与听力水平之间的关系，反之，听力较好的高分组学生在听力的过程中能更好地有选择性地抓住自己所需要的信息，会铜退推断和联系、结合听力文章和背景知识推理出事件的人物关系、说话人的意图等等，其注意力更为集中，也更懂得利用笔记和归纳文章内容等；
（2）高分组学生能够更为经常运用计划学习、推理、归纳、推测等，反之，低分组学生则更经常运用想象和译成母语，而中分组学生则处于其他两组之间；
（3）成绩越高的学生，听力策略的使用种类更多，更积极主动，更具有灵活性，成绩越低的学生，听力策略的使用种类越单一，较为被动；
（4）通过研究得出，高分组、中分组和低分组学生也存在相同点和同样的问题：三组学生都有明确的听力学习目标，并能够集中注意力；大部分学生都没有收听英文广播的习惯，缺乏关于英文国家的文化背景知识；三组学生在交际方面的差异不大，都没有认识到交际对于提高听力水平的重要性；在听力理解的过程中，无论是高分组学生、中分组学生还是低分组学生，都能不同程度使用各种类型的听力学习策略。
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参考文献（略）
硕士英语毕业论文范文精选篇四
Chapter One Introduction
1.1 Background
Education evaluation is an essential part in classroom teaching and learning, which has a directimpact on the arrangement of teaching contents, the selection of teaching methods, and the result ofteaching. Therefore, a scientific and systematic evaluation system is quite significant in achievingcourse objectives, refining teaching methods and raising teaching level, which is also required as adriving force to encourage and stimulate learners in language learning.Curriculum evaluation affects the students' attitude, learning interest and motivation to greatextent. Recently, it can be typically classified as summative evaluation and formativeevaluation(also known as diagnostic evaluation).Over the years, college English evaluationdepended mostly on summative assessment, which was regarded as an useful way of testifying andselecting the excellent. Most teachers valued scores on final exam or level exam( CET-4 ,CET-6)excessively as an evaluation standard of students' learning feedback and teachers’ teaching level, inthat case, teaching and learning result could not be fully reported because no all-roundachievements were reflected. Therefore, some people argue that it can’t meet the needs forcomprehensive skills of English learners. Under such situation, students learn knowledge for thesake of examination, and teachers just pass on some solving skills dealt with questions inexamination. (Hua, 1998) This evaluation approach neglects the students’ subjectivity, initiative andcreativity during the learning process , which is not conductive or helpful to the reform of Englishteaching methods and content.
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1.2 Aims and significance of the study
With the purpose of modifying long-term summative-evaluation-domination, College EnglishCurriculum Pedagogical Requirements ( Revised, 2007) was issued by the Ministry of Education ,in the requirements of enhancing and developing learners’ astronomy in English learning.An adequate and systematic evaluation system is of great significance not only for teachers’ instructions design, teaching arrangement, and students’ absorption and accumulation from them,but also for students monitoring their learning effect, tracking progress and formulating thefollow-up plans respectively. In the past decades, summative evaluation was widely used in theteaching of college English and English professional courses in China’s most colleges. Students hasbeen long judged and delimited in the certain level by the scores on standardized exams (CET-4,CET-6, TOFEL, IELTS, GRE, etc), therefore, some deformed learning modes exclusively focusedon the analysis of options of questions and the growth of solving skills correspondingly, which isunbeneficial to the popularization and use of English as a practical language. In such situation,formative evaluation , a comprehensive evaluation system integrated various concrete ways to judgethe study, is urgently required, whose purposes and objectives tend to be obvious: 1) Students alterstudy strategy and set down new goals by means of new assessment system, 2) Learning astronomyis channeled into the process of daily self-study, thereby strengthening the learning motivation andlearning preference.3) Knowledge students has gained should be taken into practice in daily use,that is to make study serve practical purpose.4) Monitoring of learning process and application ofknowledge should be reinforced while weakening the importance of grade on exam.
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Chapter Two Literature Review
2.1 Education assessment in the west
Scholars in the educational field began to use the concept of assessment in the early 19thcentury, it experienced four stages, the first is called measurement stage ( from the early 19thcentury to 1930s), the second is description stage(from 1930s to 1950s), the third is judgmentstage(from 1950s to 1970s) and the forth named social construction stage(from 1970s to present).(Yang Yijun, 1988; Guba and Lincoln, 1989; Li Yanbing, 1998; Gredler, 1999). Each stage issymbolized by emergence of some certain assessment models put forward by some scholars andresearchers.Along with many alternative theories about assessment promoted rapidly for past decades,formative assessment research abroad has become more standardized and normalized. One of thesymbolic innovations was that the aims of these alternative modes of assessment were providinglearners with a learning environment in which students have access to present and be involved tothe utmost.
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2.2 Education assessment in China
The study of formative evaluation abroad lasts many years and has attained some significantachievements, both practically and theoretically. In China, with more and more concern aboutcollege English teaching and students’ learning from class as well after class, college educators alsoconducted a lot of researches on the application of different teaching assessments and evaluationwhich range from small- class teaching track to large-class teaching feedback.Traditionally, English education in China is mainly teacher-centered , in which way studentsdepends largely on teachers’ in-class lecture based on the fundamental knowledge , with result ofassessment and evaluation of teaching and learning mostly decided by scores of one or a fewexams.Given the situation, , Beijing Foreign Studies University conducted a survey of a ssessmentby means of questionnaires testing over sampling national college English bachelor teaching but didnot propose the concept of formative evaluation until 1980s. Through research, the purpose offormative evaluation, the principles of formative evaluation and strategies of formative evaluationare interpreted in detail by Mr.Hu (2003:109-111) and Mr. Yan (2005), and meanwhile, they alsoinvestigated the significances and feasibility of formative evaluation methods; Liu (2003) adoptedformative evaluation into the use of set-up and development in his own teaching activities. TheCollege English Curriculum Requirements (Trial edition) issued by Ministry of Education(2004)
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Chapter Three The Research Design and Methodology .....17
3.1 Research objectives ......17
3.1.1 Hypothesis .........17
3.1.2 Experimental objectives......17
3.2 Subjects .......173.3 Instruments ........18
Chapter Four Experiment of Applying Formative Assessment to the Course ...23
4.1 An introduction of EPS.......23
4.1.1 Comparison between public speaking and conversation ........23
4.1.2 Key elements in speech communication process ........23
4.2 The relationship between assessment and English public speaking teaching .....25
4.3 The ways to assess speaking skills formatively ....26
4.4 The features of formative assessment of EPS .......27
4.5 Factors of formative assessment of EPS .........28
4.6 Setting up scoring criteria ........29
4.7 Experiment ........30
Chapter Five Research Analysis .........37
5.1 Research Results and Analysis.......37
5.1.1 Students’Change in Attitudes towards EPS Learning......37
5.1.2 Improvements of Learning Abilities ....38
5.2 The Results of study .....38
5.3The Effect of Formative Assessment of EPS .........40
Chapter Five Research Analysis
5.1 Research Results and Analysis
The most procedure and the contains of the experiment about students in two parallel classes( experimental class and control class) have been introduced in detail the earlier part, so thecorresponding results and discussion should be presented in the following part.In a general way, the accomplishment of formative assessment for the entire semester for EnglishPublic Speaking did have produced many positive changes not only in students’attitudes but also intheir learning ability as expected at the start of the experiment. Their vocabulary, listening, reading,writing and skills of making a speech have been greatly enhanced since they often do some roleplays in class and they also give some presentation about different topics.5.1.1 Students’ Change in Attitudes towards EPS LearningFinally, the study have achieved two objectives: first the attitudes of the students toward EnglishPublic Speaking learning have changed dramatically and the ability to study independently also hasgreatly improved. These changes of students will be analyzed and discussed in the following part.Positivity and attitude of the students’have an important effect in college English PublicSpeaking learning, so all these factors would not be ignored in college English Public Speaking. Inthe experiment, the emotional factors of the students including their positivity, interest, confidence,and cooperation between the students refer to students’ attitudes toward English Public Speaking.The specific information about these issues is shown in the following figure.
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Conclusion
Formative assessment attaches more importance to learners’ needs, study process, expectedgoals and students’ initiative in learning. Feedback and reflection in formative assessment are usefulto collect information to guide teaching and learning. According to the literature review and thestudy, it seems obvious that formative assessment has a positive effect on students’ EPS learning.Effective implementation of formative assessment can promote students’ learning abilitysignificantly.In the study, the teacher adopted formative assessment and summative assessment in theexperimental class and control class and examined carefully students’ total score achieved in twoformal presentation (comprehensive EPS skill) and module score ( comprehensive language abilityand presentation skill).
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Reference (omitted)
硕士英语毕业论文范文精选篇五
Chapter One Literature Review
1.1 Definition of Related Concepts
Reflection (Nachdenken, DE) originated in Western philosophy. TheWestern philosophers discussed it as the spirit of the event andintrospective approach. The concept of reflection has different definitionsfrom ancient to present days. In the west, John Locke, Georg WilhelmFriedrich Hegel, John Dewey and other scholars have studied reflection.John Locke thought that there were no principles of talent inpeople's mind. He figured out that reflection was a mental activity, and itwas involuntary and distinct from consciousness. He rejects the notionthat human knowledge and moral capacity are innate, arguing that the inpidual should be regarded as a tabula or blank sheet instead. Weunderstand the world through our own senses and experience of the world.However, Georg Wilhelm Friedrich Hegel has a different view onreflection. He thought that reflection was the movement of negation ofnothing, "without passing over to nothing, back to itself, thereby equatingwith itself.Following John Locke and Georg Wilhelm Friedrich Hegel's view ofreflection, John Dewey defined the reflection in his book How Do WeThink- as "active, persistent and careful consideration of any belief orsupposed form of knowledge in the light of the grounds that support itand the further conclusions to which it tends". He thinks that reflection isvery important in teaching, it causes us to extricate from the pureimpulsion and the pure irrevocable motion. Dewey believed that thereflection was not one set of technologies which can wrap up simply forteachers' utilization, but was one active way to face the question and theresponse.
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1.2 Review on Teaching Reflection
In this part, we have a view on teaching reflection abroad and athome, including the process of teaching reflection, type of teachingreflection, level of teaching reflection and angle of teaching reflection. The early studies about teaching reflection are British John Loke andBenedietus Spinoza, the two people once have the detailed elaboration onthe reflection or the introspection. But most experts who are engaged inthe teaching reflection studies regard John Dewey as the first ancestor,they thought it was he who was the first person to make the elaborationon the reflection system. In 1830, John Dewey defined reflection as"active, persistent and careful consideration of any belief or supposedform of knowledge in the light of the ground that support it and thefurther conclusions to which it tends". In the historical process ofteaching reflection, the western scholars' research mainly focus on thetwo degree of reflection connotations and reflection practice. At present, foreign scholars conduct research around the following aspects:
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Chapter Two Theoretic Basis
2.1 Frankfurt School's Critical Theory
Reflection means criticism which is an expression of reflectionprocess. Chinese and foreign academics advocated critical reflection, butit formed a system in 1930s by Germany's Frankfurt School whoco-founded a series of complex system of critical thought. Throughouthistory, the development of critical theory has undergone two stages; Thefirst stage is based on Max Horkhaimer (1893-1973) as the representativeof the critical theorists. They understand correlative dependence betweenspirit and the basic structure of society by social psychologicalmethodology, which combined the Marx's social theory and Freud'sspiritual analysis. They thought that the subject of freedom andconsciousness itself was not absolute, and the reform must get rid of thesocial and mental limits. The second stage is based on Habermas as therepresentative of the critical theorists, who focus on the ideology criticism. They started from criticism which considered as twisted ideology, thuspeople have a clear understanding of distorted self-awareness. It is knownas the enlightenment, and it is also the internal premise of inpidualfreedom and self-decision. They claimed that people gain true liberationwhen they take actions freely to explore his unique potential. In a word,the critical theory with the sensitive soul insights into anxiety and despairof human experience in the process of industrialization, with theoverwhelming courage and full of passion criticizing the drawbacks ofmodernism. It has brought unprecedented dawn to people in thedehumanizing circumstances caused by technology and civilization, andhas inspired the twisted mind in the dire straits. It pointed out that theinpidual life should seek the value of existence and spiritual pursuit.Critical theory aims to promote the process of self-reflection and removebarriers in the human self-consciousness development. It has the dual roleof enlightenment and liberation.
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2.2 Polanyi's Tacit Knowledge Theory
In 1958, The British scientist, philosopher Polanyi figured out theconcepts of explicit knowledge and implicit knowledge. The key point ofPolanyi's theory of Tacit Knowledge is that, we know more than we cansay. He thought that the so called explicit knowledge refers to theexpressed knowledge by written text, diagrams and mathematical formula.Comparing with explicit knowledge, implicit knowledge refers toknowledge which has not been expressed in words or other forms. Thiskind of knowledge is unclear, unspeakable, and still in a state of silence.Therefore, implicit knowledge is also known as tacit knowledge. Explicitknowledge is just the tip of the iceberg, but tacit knowledge is the mainbody of knowledge. Some related research shows that, tacit knowledgealways dominates people's actual behavior. Tacit knowledge theoryreveals that the humanistic education is different from some unique localnatural science education, humanistic knowledge learning focuses on the capability of tactic knowledge more. Therefore, Teachers' educationalknowledge also can be pided into two categories. One is the knowledgeof educational science knowledge which can be expressed and transferredby words and symbols, it is explicit knowledge. The other is theeducation practice experience, this knowledge only can be sensed but notbe expressed. Teachers acquired and formed it by understanding andintuition in practice activities.
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Chapter Three Methodology........ 43
3.1 Research Design ........43
3.1.1 Research Questions........ 43
3.1.2 Research Subjects........ 44
3.1.3 Research Instruments........48
3.2 Research Procedure........ 51
3.2.1 Data Collection........ 51
3.2.2 Data Analysis ........52
Chapter Four Results & Discussion........ 55
4.1 Teaching Reflection Level in Rural Middle Schools........ 55
4.1.1 The Overall Teaching Reflection Level ........55
4.1.2 Differences in Teaching Reflection Level........ 56
4.2 Factors Influence English Teachers' Teaching Reflection ........61
Chapter Four Results & Discussion
4.1 Teaching Reflection Level in Rural Middle Schools
In this part, at first, we will present the overall level of teachingreflection in rural middle schools. Then the differences in teachingreflection level will be listed later. According to the questionnaire in the first part of the assignment ofradio, the score with a point value in full mark of 125. From thetable4.1.1-1，we could see that, the lowest level of reflection scored 56points, the highest level of reflection scored 117 points, the average levelof reflection scored 87.63 points. From the table 4.1.1-2, we could see that 72.3% English teachers'teaching reflection level is between practical action and critical reflection.In general, the level of English teachers' teaching reflection in ruralmiddle schools is relatively high.
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Conclusion
In the previous chapters, we talked about the implementation of theresearch based on the several theories related to teaching reflection, suchas Frankfurt School's Critical theory, Polanyi's theory of TacitKnowledge, Judd Flavell's Metacognition theory, Piaget's CognitiveConstruction theory. Through the survey of questionnaire and interview,we used the method of combining quantitative analysis and qualitativeanalysis to understand the current status of English teachers' teachingreflection in rural middle schools. The author explored the factors thatinfluence English teachers' teaching reflection ability from four aspects,namely, students' angle, colleagues' angle, self-directed angle andexpert/theory angle. And now, we will summarize the major findings,suggestions, and limitations of the study.
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Reference (omitted)
硕士英语毕业论文范文精选篇六
Chapter One Introduction
1.1 Background of the Research
Along with economic globalization, cooperation and communication between enterprises athome and broad gets frequent than before. As a means of communication, businesscorrespondence plays an increasingly important role in transmitting information, dealing withbusiness activities and cooperating good relationships. A well-spoken business correspondence,just like a bilateral trade lubricant, impresses foreign traders and promotes further cooperation. Asis on its way to becoming the world’s most important trading entity, China needs a large number ofoutstanding foreign trade practitioners. High vocational college, as the base for cultivating highlytrained practitioners, have been fully aware of the importance of teaching business correspondencewriting and begin to offer related courses in preliminary level to serve the social need. However,the teaching quality and result of the current business correspondence course are not as good asexpected. The traditional teaching approach, in which language is considered as a system ofgrammar/vocabulary dichotomy, has been proved inadequate in terms of improving students’writing competence of business correspondence.Compared with university students, students in high vocational college have limited Englishproficiency. Under the guidance of the traditional approach, students are plagued by manyproblems in learning business correspondence. In vocabulary learning, it is hard for students toeffectively memorize large number of specialized terms which is listed in glossary and obviouslydifferent from vocabulary in general English. In grammar learning, the complicated grammaticalrules are very restricted in their application and always be followed by a list of exceptions, whichmake students feel very confused.
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1.2 Purpose of the Research
Though a bite of empirical researches have been made on application of the lexical approachto writing of business writing, their research objects are student with higher English proficiency inuniversities. Empirical researches on how to implement the lexical approach into teaching ofbusiness correspondence wring in high vocational college and explore the positive role it plays inpractical classroom teaching are so limited. In view of this background, the present researchintends to explore the effectiveness of applying the lexical approach to teaching businesscorrespondence in high vocational college with the aim to supply some pedagogical implications.
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Chapter Two Literature Review
2.1 Studies of Lexical Chunks
Over the past four decades, most of the generative linguists, represented by Chomsky, havebeen setting their research perspective on the argument for the genetic uniqueness of language.Syntax, “rules” of the sentence, finally is determined to be the basis for generating correctsentences.With the development of philosophy, psychology and corpus linguistics, many linguists havebeen aware of the limitation of this traditional concept and proposed new point of view thatmastering a language involves “assembling” it from its smallest component units. Jesperson(1924)was the first one who has been aware of the existence of formulaic language and made a generaldistinction between “formulas” and “free expressions” by defining that “formulas pervades allparts of grammar”, while free expressions are created in each case. This concept is affirmed anddeveloped by Bollinger by asserting that “our language does not expect us to build everythingstarting with lumber, nails and blueprint, but provides us with an incredibly large number ofprefabs.” (Bollinger, 1976) Nattinger and DeCarrico (1992) observe that in language acquisition,learners always pass through a stage in which they use a great deal of “prefabricated” language incertain predictable social contexts. They put this formulaic speech at the very center of languageacquisition and see it as basic to the creative rule-forming process.
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2.2 Studies of the Lexical Approach
The constantly cognition of language promote the constant reform of language teaching.Cognitive approach, originated from Chomsky’s transformational- generative grammar, has beenin dominant position since the 19thcentury. With the guidance of this approach, grammar rules ofsentential level are considered as the core of language learning. However after a long-term ofpractice, deficiencies of this approach are gradually being revealed. A fundamental probleminherent in grammar is the conflict between language accessibility and language accuracy.In 1970s, many scholars attempted to explore the relationship between meaning andcommunicative use of language, and proposed communicative approach in which the cultivationof communication competence is considered as the ultimate aim of language teaching. Howeverthe implementation of communication approach encounters many obstacles in specifying syllabuscontent. In 1980s many applied linguists developed communication approach into an advancedtask-based approach which advocate “learning by doing”. This approach absorbed manyadvantages of the previous approaches and shift language learning from language centered tolearning centered. Owing to the non-line feature of language and learning, it is hard for teacher “tobe sure what has been learned in a given language activity or a given unit.”(Willis, 1996)
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Chapter Three Methodology ..........23
3.1 Research Questions ...........23
3.2 Participants .........23
3.3 Instruments .........23
3.4 Research Design and Data Collection........25
3.5 Instruction Procedures in Experimental Group....26
3.5.1 Input of Lexical Chunks.........27
3.5.2 Output of Lexical Chunks ......30
Chapter Four Results and Discussion.......33
4.1 Results of Effectiveness ......... 33
4.2 Results of Chunk Awareness....... 35
4.2.1 Quantity of Lexical Chunks ........ 35
4.2.2 Results of Questionnaires ...... 36
4.3 Correlation Analysis on Types of Lexical Chunks and Scores ..... 37
4.4 Results of Interview .......... 38
4.5 Discussion .......... 40
Chapter Five Conclusion........... 42
5.1 Pedagogical Implications ....... 42
5.2 Major Findings........ 44
5.3 Limitation of the Present Study ....... 46
5.4 Recommendations for Further Study .... 46
Chapter Four Results and Discussion
4.1 Results of Effectiveness
First, a comparison between the scores of CG and EG in pretest are made by mean of pairedsample test to find out whether the two groups is at the same level in writing businesscorrespondence as shown in table 4.1.1. In table 4.1.1 the basic information is reflected by key index “Mean Difference” and “Sig.”.The “Mean Difference” -0.16667 which is obtained by subtraction indicates that the gap betweenthe mean scores of the two groups is very tiny, although the averages score of EG is slightly higherthan that of CG. The “Sig. (2-tailed)”0.837 which is much higher than the critical point 0.05 alsoillustrate that there is no significant difference between the score of CG and EG. These two dataprove that the writing competence of the two groups is at the same level before the implementationof the lexical approach.
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Conclusion
According to Schmidt (1990) “a certain degree of noticing” is the prerequisite for languageacquisition. This hypothesis is affirmed by Lewis who developed it by stating that “the ability tochunk language successfully is a key to an understanding of how language works” (Lewis, 1997).As a way in which lexical chunks are stored in memory, chunking is essential to make studentsaware of lexical chunks by offering opportunities to identify, record and combine chunks. Inbusiness writing, fluency is achieved largely by combing lexical chunks which are regarded asessential to the creative and fluent rule forming process which follow (Lewis, 1993). Therefore, inteaching of business correspondence writing, it is fundamental to heighten students’ awareness ofthe lexical chunks of which coherent discourse is composed. In the process of class-room teaching,introducing the idea of chunking to students is the first step of the lexical approach. A serious ofactivities with the aim to encourage students to identify lexical chunks from the provided materialsshould be designed to enhance students’ chunking ability. These activities can involve chunkingsample letter which containing familiar lexical chunks or providing several sentences sharing samelexical chunk for students to observe, through the observation, students can access lexical chunks.Then follow-up exercises can be supplied to help students transform short term memory into longterm memory.
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Reference (omitted)
硕士英语毕业论文范文精选篇七
Chapter One Introduction
1.1 Background of the Study
In many colleges, education systems emphasize EFL writing for taking tests. Formany students, the only reason to practice writing is to get a good grade in class or topass examinations. This focus on writing to pass examinations reduces writing toproducing a product and receiving a grade from the teacher. This is not likely to makestudents feel interested in writing, which becomes artificial and not contextualized,giving students no real sense of writing. According to the process approach, writing isgenerally thought as five steps: generating ideas, organizing ideas, writing, revisingand editing ， of which the first step is a crucial part in deciding the quality of thewritings. Therefore, this study only focused on the first stage--generating ideas--in thewhole process of writing. Based on Kolb’s Experiential Learning cycle (1984), atentative experiential approach was created, in which real and virtual experienceswere used as the stimulus for writing to solve the problems which existing in collegestudents writing conception and to prepare them for the writing they will have to doafter they graduate. Compared with the previous researches, the experiential approachaims to make students re-examine the nature of writing and bring them the real senseof writing which has been overshadowed by examinations for a long time.
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1.2 Significances of the Study
Earnest Hemingway once said about writing, “my aim is to put down what I seeand what I feel in the best and simplest way.” One’s experiences are the sauce of one’swriting. The experiential teaching approach designed in the study brings newperspectives to EFL writing teaching. The approach deals with the condition thatstudents have nothing to say in their writings and their writings convey little meaningor sense to the topic being discussed by the way of bringing the experiences of reallife into the instruction of writing via designing simulated situations. In the traditionalway of EFL writing teaching, the instruction is the "bottom-up" mode: from words,phrases, sentences, paragraphs to passage; some of the writing tasks are not based oncontext; and too much attention is paid to words, sentences and the correct use ofgrammar while the construction of meaning is ignored. The experiential teachingapproach is the experience-based "up-bottom" mode. It focuses on the purposeful exchange and expression of meanings and ideas, which is closely connected withstudents' personal experiences and social reality. The innovation of experientialteaching is: stimulating students' writing motivation and interest in the training of theexpression of meanings and ideas; assisting students in building writing contentthrough the recalling of their own experience; training on the analysis of theclassroom situation, memories of one’s own experiences and extra-curricular readingswhich can enhance students’ capabilities of discovery and the ability to thinkindependently.
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Chapter Two Literature Review
2.1 Definitions of Related Terms
The meaning of the word “experience” is quite familiar to everyone. People“experience” things every day, and learning is also among people’s activities ofexperiencing. Here, the meaning of “experience” and detailed explanations of“experiential learning” and “experiential education” are given. The above definitions have given pretty clear meanings of the word“experience”. For a long time the word has been used in various fields ， such asphilosophy, psychology and education, as well as business promotion and all kinds oftraining programs which are increasingly advocated nowadays. In the field of study,experience is to know the nature of the events someone or something hasundergone. Experience (n.) is what is happening to us all the time - as long as weexist. To some extent, one’s past experiences influence one’s current and futureexperience. The idea that past experiences influence future experiences was termedcontinuity by John Dewey (1916). All experiences, argued by Dewey, impacted onone’s future, for better or worse. Basically, cumulative experience either shut downor opened up one’s access to possible future experiences.
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2.2 Studies on Experiential Learning
The base of experiential education is constructivism. Constructivism is basicallya theory on scientific observation and study about how people learn. It says thatpeople construct their own understanding and knowledge of the world, throughexperiencing things and reflecting on those experiences. In this sense, experientiallearning is not an alternative approach, but the most traditional and fundamentalmethod of human learning. The figures who had began the description of experientiallearning is John Dewey, then Kurt Hahn, Carl Ransom Rogers and those who seek adeeper understanding of experiential learning, the most typical one is David Kolb. In constructivism, we are active creators of our own knowledge. When weencounter new things, we may reconcile it with our previous ideas and experience,maybe changing what we believe, or maybe discarding the new information asirrelevant. Piaget (1977) asserted that learning occurred by an active construction ofmeaning, rather than by passively receiving it. He explained that a state ofdisequilibrium or imbalance was created when we, as learners, encountered anexperience or a situation that conflicted with our current way of thinking. We mustthen adjust our thinking to restore equilibrium or balance. Vygotsky brought the socialaspect of learning into the theory of constructivism. He defined the “zone of proximallearning ( Vygotsky, 1978) ”, according to which students, under adult guidance or incollaboration with more capable peers, solve problems beyond their actualdevelopmental level (but within their level of potential development).
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Chapter Three Methodology....... 14
3.1 Research Questions.........14
3.2 Operation of Variables.... 14
3.3 Method.... 15
Chapter Four Results and Discussion.....22
4.1 Major Problems in College Students’ EFL Writing Conception.......22
4.1.1 Major problems........ 22
4.1.2 Causes for the Problems....... 24
4.1.3 The Necessity of Experiential Approach to EFL Writing Teaching....... 25
4.2 The Effects of Experiential Teaching Approach on Writing Conception..... 27
4.2.1 Broadening Students’ Horizon in EFL Writing........ 29
4.2.2 Developing Students’ Habit of Thinking......29
4.2.3 Improving Students’ Communicative Ability.....30
4.2.4 Stimulating Students’ Interest in EFL Writing......... 30
Chapter Five Conclusion....... 31
5.1 Findings........ 31
5.2 Implications........ 32
5.3 Limitations.... 33
Chapter Four Results and Discussion
4.1 Major Problems in College Students’ EFL Writing Conception
The early stages of the research aim to find out the most typical problemsexisting in the process of students’ EFL writing conception and the causes for theproblems, thus bringing about the necessity of experiential approach to EFL writingteaching. The data for the analysis were from the results of the questionnaire, after-classtalk and homework. Through the analysis of the data, three major problems werefound in the researchFrom the survey made in the form of questionnaire, it can be noted that most ofthe students habitually took little consideration of the importance of conception inwriting. For example, one of the questions is to inquire which of the items is the mostimportant for English writing: structure, conception or the English languageexpression. The result is shown in Table 4.1:
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Conclusion
By using quantitative and qualitative instruments, the researcher carried out thestudy on the effects of the experiential teaching approach on writing conception skillsof college EFL learners with the intention of finding out whether the experientialteaching approach can help the college EFL learners improve their writing conceptionskills and what are the effects brought about by the teaching approach. Based on theresults of data analyses and discussions in the previous chapter, the major findings ofthis study can be summed up as follows:First, in this study, the experiential approach does take effects in improvingstudents’ writing conception skills. Compared with CG students who have been taughtunder the traditional approach, the EG students who have been taught underexperiential approach have made more significant improvements in the skills ofgenerating ideas in the prewriting stage.Second, through the experiential approach, students have adequate recognition ofthe nature of writing. In the traditional teaching of writing, students tend to focus onthe process and skills of writing production and are preoccupied with what to writeand how to write, thereby ignoring why to write. As a matter of fact, what to write andhow to write are based on the premise of why to write. Why do we write? We write toconvey messages, to create and to strengthen our thinking. In form, writing is human’sactivity of recording thinking with language; in essence, writing is not only theexpression of human’s emotion, but also a creative process of spiritual production forthe communication of thoughts and spreading of information.
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Reference (omitted)
硕士英语毕业论文范文精选篇八
Chapter one Introduction
1.1 Background of the Thesis
With the development of China’ s economy, communication between differentcountries has become important and indispensable. English，as one of the mostwidely used languages in the world，is being used by more and more people. A goodcommand of English has become a basic quality to university students. The objectiveof College English Teaching is "to use English in an all-round way, especially inlistening and speaking, so that in their future work and social interactions they willbe able to exchange information effectively through both spoken and writtenchannels，and at the same time they will be able to enhance their ability to studyindependently and improve their cultural quality so as to meet the needs of China'ssocial development and international exchanges，，(College English CurriculumRequirements, 2004). From the above we can see English teachers have the greatresponsibility to help students improve their oral English.However, it is embarrassing to find that college students' present oral English isfar from perfect，especially for second-year college non-English majors at Chineseuniversities. The phenomenon that college students who have studied English forseveral years, or have got high scores in National Entrance Examination (NEE) orpassed College English Test Band 4 (CET4) or College English Test Band 6 (CET6)，or have remembered a large number of words，but also have difficulty inunderstanding what the foreigners say and expressing their own ideas has attractedmore and more teachers' attention. Because of their poor oral English, some studentsproduce the anxiety in speaking and lose their interest in English even give upEnglish learning eventually. Poor oral English is becoming the roadblock thathinders students’ further study and job-hunting. This phenomenon has drawn moreand more researchers and English teachers' attention. So, it is urgent to improvestudents, oral English through an effective way.
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1.2 Purpose and Significance of the Thesis
Through quantitative and qualitative research methods, the thesis attempt toanswer the following questions: firstly, what is the current situation of oral Englishteaching and learning for second-year college non-English majors? Secondly, DoeslOET model can improve second-year College non-English major's oral Englisheffectively? Lastly, what measures should be taken to put lOET into effectivepractice in oral English teaching. At the same time‘ the thesis aims to analyze theshortcomings of lOET in oral English teaching and make corresponding suggestions,so as to make the test better serve the teaching and learning of English speaking.The significance of the present study lies in three aspects. Firstly，the findingsand suggestions from this study will be helpful to college English teachers whodesire to stimulate students' oral English. There is no doubt that they will also verifythe possibility and feasibility of carrying out ILT in oral English class，so as topromote the quality of oral English teaching and learning. What's more，the presentstudy can make up for the void of the study on the second-year college oral Englishclass for non-English majors, expanding case studies on ILT. lastly, this study canalso enrich and enlighten research on foreign language teaching method.
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Chapter Two Literature Review
2.1 Related Study of ILT Abroad and at Home
The perceived failure of the global method studies of the 1960s ed to thedevelopment of an alternative approach to investigating classroom language learning(Ellis，1997). "Despite the apparent differences in methodological principles，thevarious methods led to very similar patterns of classroom communication, with theresult that the language learning outcomes were also similar. In other words，it washypothesized that classroom interaction was the major variable affecting SecondLanguage Acquisition (SLA) in formal settings. An offshoot of the comparativemethod studies，then，was to direct researchers' attention to the processes ofclassroom interaction by collecting language data from the classroom itself(Ellis,1997). Interactive Language Teaching arose in the 1970s is a pedagogical system andhas gained considerable acceptance in western countries in the 1990s. It is wellknown that Rivers and Brown are the most famous scholars who study ILTsystematically. They think that the interactive teaching approach can improve thestudents oral English effectively by their participating in the interactive activitieswith the whole class.
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2.2 Interpretation of Terms
Interaction contains the root act which is derived from the Latin verb agree,meaning to do something，and the prefix inter- meaning between or among, so theliteral meaning of interaction is to do something among people. There is no doubtthat interaction is an important word for language teachers and in the era ofcommunicative language teaching, interaction is the heart of communication； It iswhat communication is all about. Different scholars give it different definitions fromdifferent angles. The definition of interaction in the following are mainly reviewedfrom the perspective of language teaching and learning.Brown conveys about interaction like the following ： Interaction is thecollaborative exchange of thoughts，feelings，or ideas between two or more peopleresulting in a reciprocal effect on each other. Theories of communicative competenceemphasize the importance of interaction as human beings use language in variouscontexts to negotiate meaning, or simply stated，to get one idea out of your head andinto the head of another person and vice versa (Brown).Wells expresses it like this，"Exchange is the basic unit of discourse. Linguisticinteraction is a collaborative activity" involving “the establishment of a triangularrelationship between the sender, the receiver and the context of situation"(Wells,1981).
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Chapter Three IOET Model......... 13
3.1 Teacher-student Interaction......... 13
3.2 Student-student Interaction......... 15
3.3 Teacher-teacher Interaction......... 18
3.4 Student—computer Interaction......... 18
Chapter Four Experimental Research on IOET Model......... 20
4.1 Research Questions......... 20
4.2 Subjects......... 20
4.3 Instrument......... 22
4.4 Data Collection ......... 24
4.5 Data Analysis and Findings......... 25
4.6 Summary 43Chapter Five Implications from IOET Model......... 46
5.1 Balancing Language Input and Communicative Output......... 46
5.2 Creating Democratic and Harmonious Atmosphere .........47
5.3 Re-orientating the Roles of the Teacher and the Learner ......... 48
5.4 Giving Special Attention to Classroom Interaction .........50
Chapter Five Implications from lOET Model
5.1 Balancing Language Input and Communicative Output
Studies of language input and output have been attached great importance inSLA and the most influential theories are Kristen's Input Hypothesis and Swain'sOutput Hypothesis，which have been talked about in chapter two. Input refers to thelanguage or information which a learner hears or receives and from which he canlearn". In traditional college English class, students are required to listen to theteachers' presentation and read the text by themselves. By listening and reading,students can expose to large quantities of information from teachers and the text butthey are only passive receivers .because most of the information they obtain is faraway from their real lives and they have no interest in it. In addition, the shortage ofcommunicative activities result in the lack of opportunities to interact with others,students can seldom make any progress in oral English production.In fact，English learning does not only include language learners’ receivinginformation from others but also contains their own producing，which refers tolanguage output. The researcher has mentioned in chapter two that language output isconsisted of three phases： familiarity output, practice output and communicativeoutput. In this thesis, the author make an emphasis on communicative output whichrefers to varies of communicative activities through which students can interact withthe teacher and other students by completing some kind of communication tasks.
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Conclusion
This thesis tries to explore lOET model and its effort on college non-Englishmajors. With the experiment lasts one terms, some findings are discovered：Firstly，lOET model can simulate learner's interest in English learning.According to the present study, interactive approach turns out to be a suitable methodto College English teaching. It creates real-life situations in the classroom andencourages Students to interact and communicate with the teacher and other studentsfreely which will greatly arouses students' interest in English learning.Secondly, Interactive approach is superior to traditional approach in cultivatingstudents' oral English production. The ultimate goal of English teaching is tocultivate students' abilities to communicate with others in English. In interactiveclassroom, teachers are required to provide adequate communicative activities fortheir student through which students can produce large quantities of output bycompleting the teacher's tasks. To sum up, interactive approach is more beneficial tostudents' communicative competence.
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Reference (omitted)
硕士英语毕业论文范文精选篇九
1 Introduction
1.1 Aims and Significance of the Present Study
With the trend of globalization, China has more and more interactions in the fields oftrade, culture and politics with other countries. As a vital media, English plays an importantrole in the process of communication. Apart from the widely oral use of English, Englishwriting has become more important and necessary in international exchanges, especially foroccupational or academic purpose. Therefore, the reality requires a good command of Englishwriting.In China, writing is a basic skill in students' learning course together with listening,reading and speaking. Writing plays an important role in developing one's mind, stimulatingthinking，as it enables one to consolidate and determine what one knows. It compels one toconcentrate and organize one's ideas, and helps to cultivate one's ability to summarize,analyze and criticize, which is indeed very important in education. Universities and collegesin our country also place high demands on student's writing ability. As far as the collegeEnglish syllabus (1999) is concerned, it is one of the major aims to enable students to writecomplete, clear and coherent short passages in English.However, the writing competence of most students is far from satisfactory. Manystudents can not write a complete and appropriate English paragraph after several years ofEnglish learning. Some researchers (Zhao Qi，2008; Liu Hongyun, 2008; Xue Zhu，2011)examined the problems existing in writing and found students' poor use of words, sentencestructure, grammar and the organization of the whole text. Many students find writingdifficult either because they do not have anything to write or because they do not know howto write (Xie Liping, 2006). As a result, they are frightened by any writing tasks.
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1.2 Structure of the Thesis
This thesis is comprised of six chapters. The first chapter is the introduction part, whichintroduces the aims and significance of the present research and also the organization of thewhole thesis. The second chapter provides the theoretical background, concerning Krashen'sInput Hypothesis, Swain's Comprehensible Output Hypothesis, and the Whole LanguageApproach. Apart form that，the author reviewed the nature of writing and reading, therelationship between them and also some related studies conducted abroad and at home.Chapter Three mainly details the research, including the research design，subjects,instrumentation, and the research procedures. Chapter four presents the detailed teachingprocedure of implementation of integration of writing with reading with some examples. Thefifth chapter is mainly devoted to detailed analysis and discussion of the data gathered fromthe experiment. The last chapter displays the major findings, the practical implications ofintegrating writing with reading, the limitations of the present study and some suggestions forfuture researches is also attached.
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2 Literature Review
2.1 Theoretical Basis of the Present Study
The Input Hypothesis is an important part of the Monitor theory, which was proposed byStephen D. Krashen in 1970s. By 1985’ Krashen began to emphasize the function of input,stating:"... it has become clearer to me that over the last few years that Input Hypothesis is themost important part of the theory"(Krashen, 1985). As stated in Input Hypothesis (1985)，learners acquire language as a consequence of comprehending input addressed to them.Krashen stressed that the materials which learners are addressed to should be comprehensibleand just or enough beyond their current ability so that they can understand most of them butstill be challenged to make progress, which was illustrated by Krashen through the concept of"i+1": the "i" represents the current level of learners' competence, and the "+1" representslinguistic forms or ftinctions which are beyond this level. According to Krashen's theory ofi+1，the acquisition will 'emerge' under two conditions: on one hand, the learners shouldreceive "comprehensible input" which is a bit beyond his or her current level of languageproficiency, on the other hand, the learners should focus on the understanding of meaninginstead on the form of the message.
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2.2 Theories about Reading and Writing
Reading seems to be an activity easy to understand and realize but difficult to definebecause it is difficult to get exact information about what goes on in one's mind when onereads. In spite of that, many theorists and language researchers tried to define and researchinto reading from various aspects.Goodman (1967) defined reading as a "psycholinguistic guessing game". Reading is acomplicated psycholinguistic process which "starts with a linguistic surface representationencoded by a writer and ends with meaning which the reader constructs" (Carrel, Devihe，&Eskey, 1988). Mokerma (2002) also mentioned that the reading activity involves the processof decoding and reconstruct. Vivian Cook (2000) indicated that reading involves somecognitive activity which occurs in a context rather than in isolation. Readers can derive themeaning of reading materials from the previous knowledge stored in the reader's mind and theprocesses through which the reader tackles it but not just in the sentences themselves. WhileGrellet viewed reading as a process of getting some required and useful information from awritten text as efficiently as possible (cited from Chen Qingyun, 2008). Nuttall (2002) treatedreading as a process of communication and emphasized the fxinction of reading. Silberstein(2002) claimed that reading involves dynamic interaction among the reader's existing knowledge, content of the reading situation, and the information suggested by the writtenlanguage, through which the meaning was constructed.
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3 Implementation of the Research.......... 17
3.1 Purpose and Hypothesis of the Study.......... 17
3.2 Research Design ..........17
3.2.1 Subjects.......... 17
3.2.2 Instrumentation..........17
3.2.3 Research Procedure.......... 19
4 Implementation of Integration of Writing with Reading.......... 21
4.1 Information Input Stage.......... 21
4.2 Information Internalization Stage.......... 29
4.3 Information Output Stage ..........30
5 Analysis and Discussion of the Results..........32
5.1 Analysis and Discussion of the Results of the Questionnaires ..........32
5.2 Analysis and Discussion of the Results of the Tests ..........38
5.3 Analysis and Discussion of the Results of the Interview ..........42
5 Analysis and Discussion of the Results
5.1 Analysis and Discussion of the Results of the Questionnaires
Two questionnaires were conducted respectively at the beginning and the end of theexperiment, and they indeed reveals some useful information concerning the research. In thefollowing part, the results of two questionnaires will be analyzed and presented. The pre-questionnaire aims to conduct a survey and get to know some informationconcerning three aspects: students' understanding of English writing; theirs attitudes towardswriting and their views towards the training approaches of English writing. The samples ofthe two groups were defined as the experimental group (EG) and the control group (CG).Item 1-5 is about the questions concerning students' understanding of the English writing,and here are the results.
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Conclusion
Based on the aims and significance of the present study stated in chapter 1，the literaturereview of some theories about reading and writing, the theoretical basis and relevantresearches done at home and abroad, the researcher conducted an experiment in vocationalcollege, that is integrate the English the teaching of writing with the teaching of reading.And the experiment aims to answer two questions:Research question 1: Can the integration of reading and writing improve the wringproficiency?Research question 2: Is the integration of writing with reading more effective inimproving students’ writing proficiency than traditional method for Vocational Collegestudents?After analyzing the data collected in two questionnaires, two tests and an interview, wegot the answers to these two questions and some basic findings.From the statistical analysis of results in pre-test and post-test of the experimentalgroup, we cm find that the experimental group performed much better in the post-test thanthey did in the pre-test. Thus we can conclude that the integration of writing with reading iseffective in improving students’ writing ability.
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Reference (omitted)
硕士英语毕业论文范文精选篇十
Chapter One:Introduction
1.1 Introduction and statement of the problem
Language teaching is a dynamic filed of education where a clusterof changes have been suggested and implemented over time.Communicative Language Teaching (CLT) approach has been regardedas a harbinger of new era in language teaching. Initiated in the innercircle countries, its effects have now reached to the extreme outer circlecountries. Yet, how far CLT approach is beneficial in English as aforeign language (EFL) context is still shrouded in mystery. Paradoxical,as it may seem to anybody, the desire for English language runs withblood in the veins of nations worldwide. The worldwide everincreasing demand for communication in English language hasincreased manifold the responsibility of English language t eacher around the globe (Richards, 1989, 2006). Pakistan, as a rapidlygrowing economy, has no exception to it. The methodology andtechniques used in teaching English language as a compulsory subject atvarious levels in Pakistan has remained a matter of great concern for thestake holders (Gillani, et al, 2010). The traditionally used GrammarTranslation Method (GTM) in teaching English did not produce thedesired results, as the ever expanding domains of knowledge,globalization of the world and an increasing use of English language inall spheres of life demand to make the coming generation expert users ofEnglish language, not only in its written form but in its oralcommunication too; its use as a tool and means towards greater goals.Graduates with good communication skills are in a better position toexplore new avenues in this highly economized society.
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1.2 Rationale of the study
Higher Secondary education serves as a bridge between the secondary(school) education and higher (university) education, or a bridge betweenschooling and work place or economy. The graduates at this level willeither pursue higher education in or outside the country or, they will go tofind jobs and become a part of the world economy. In any case they willbe seen in the frontline to link Pakistan with the global market. Theprevalent conditions indicate that the situation of ELT in Pakistan isinadequate to fully correspond to the international requirement of Englishcommunication (Haque, 1993). The key to participate in the globaleconomy, culture and politics is a perfect command on the use of Englishin context. Form-focused language instruction and meaning-basedlanguage instruction are still a matter of great concern for the newresearchers in the field of language teaching and applied linguistics. Anappropriate combination of these two forms mainly depend on thelearners‘ age, educational goals, environment and opportunities of the useof language outside class room, teacher‘s readiness, the nature or lengthof class room instruction, etc (Marton & Saljo, 1996). Educators,however, have been found convinced to integrate form focused andmeaning based exercises for developing communicative competence. Theteaching of grammar is crucial up to some extent if the learners have torelate their communicative needs with experience. Liao (2000) quotes theinstructions given by State Education Development Council, China (inEnglish Teaching Syllabus, 1992) to the English language teachers forimplementing CLT approach in classroom instruction.
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Chapter Two:English Language Teaching in Pakistan
2.1 The present situation of ELT in Pakistan
Pakistan is a multilingual country with almost 70 living languages(Rahman, 2002). English, though nobody speaks as first language, is thefirst to learn, for education, business, traveling abroad or other needs.English is taught as a compulsory subject from grade one. It is one of theimportant factors for progress educationally, socially and economically inPakistan.English in Pakistan serves as a gateway to success,to further education and to white collar jobs. It isa language of higher education and widereducation and not the home language of thepopulation except in the upper strata of societywhere it is spoken as a status symbol. (Ghani,2003 )English teaching in Pakistan is highly dominated by GrammarTranslation Method with a teacher-centered classroom instruction,promoting rote memorization of vocabulary and grammar rules.Traditionally, most of the classroom interaction is from teacher tostudent. There is little room for student to teacher or student to studentinteraction. As a result, despite long years of studying English, most ofthe students are less communicative on national or international forumswhile interacting with the native English speakers, or even in a non-native English speaking environment. Their lack of communicativecompetence limits their success in future.
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2.2 Languages and language policy in Pakistan
Coleman (2010) in his report to the British Council on Teachingand Learning in Pakistan: The Role of Language in Education‘ said thatEnglish has a gate-keeping role in the formal requirement for admissionto civil service or to some other forms of employment in Pakistan. And,English Language Teaching is frequently unsuccessful in Pakistan in thatit does not help children in their educational careers. These commentstruly depict the dilapidated condition of ELT in Pakistan. As a routinematter, Urdu is the medium of classroom instruction in Pakistan, exceptin some English medium schools and colleges.The annual system of examination is in vogue. Ramanathan(1999) pointed out that India and Pakistan jointly inherited educationsystem from the British in which annual examination is held in the end ofacademic year. He further stated that the students take externalexamination conducted by the affiliated Board in secondary and highersecondary level of education and, Bachelor and higher education by theaffiliated universities.
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Chapter Three: Literature Review.......... 39
3.1. The concept of communicative competence .......... 9
3.2. Communicative language teaching .......... 42
3.3 Applying communicative approach in EFL context.......... 54
3.4 Examination washback.......... 59
Chapter Four: Experimental study.......... 75
4.1 Research objective one .......... 75
4.2 Results and discussion.......... 80
Chapter Five: Survey study .......... 95
5.1 Research objective two .......... 95
5.2 Results and discussion .......... 107
5.3 The findings of this research .......... 145
Chapter Five:Survey study
5.1 Research objective two
The sample population for this research consisted on 150 Englishlanguage higher secondary teachers in Pakistan. All the teachersbelonged to one district (Multan) of the Punjab province which wasselected on purpose basis. Thus, a comprehensive sampling techniquewas used. Among 150 teachers, 128 actually responded in questionnairecompletion. The respondents belonged to public (92) and private (36)institutions. According to gender classification, 73 participants were maleand 55 females. Urban (102) and rural (26) teachers participated. Theteachers‘ age ranged from 25 to 55 years, while their teaching experienceranged from 05 to 35 years. M A/M Sc (117) and M Phil (11) qualifiedteachers were identified. The participants possessed a variety ofprofessional courses, like B.Ed. M.Ed, TEFL and TESOL, etc.
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Conclusion
This study sought to investigate the prospects of applyingcommunicative approach in teaching English at Higher Secondary levelin Pakistan in particular and other levels of education in general. Keepingin view the broad spectrum of the research, it was pided mainly intotwo parts. The part one included a quasi-experimental research with apurpose to evaluate the effect of applying two distinct teachingmethodologies (GTM and CLT) on two groups of students. A pretest,posttest equivalent group design was selected for the study. The treatmentperiod was three months. Two factors the achievement of students andtheir attitude towards learning English and classroom activities wereinvestigated. To achieve the research objectives, these hypotheses wereformulated.
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Reference (omitted)