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1.
李良 《河北广播电视大学学报》2011,16(5):89-91
写作是我国英语教学的重要途径和英语交流的主要形式。英语教师可以通过错误分析（erroranalysis）、复句分析（T-unit analysis）和篇章结构分析（discourse analysis）的方法剖析高职学生英语写作中存在的诸多问题。针对学生的问题以及我国英语教学的实际情况,教师可以采取学生互评、句型转换、语篇分析等教学策略开展大班英语教学。 相似文献
2.
This article presents a qualitative study of five monolingual teachers’ understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language, (b) written High German as a language for religious worship, and (c) spoken and written English for school and for communication outside the colony. Findings from this study demonstrate that the teachers report having had limited or inaccurate understandings of their students’ linguistic repertoires prior to beginning their teaching positions. Secondly, the teacher participants’ awareness of the students’ language resources was, and is, an ongoing process. Finally, the willingness and ability to cultivate hybrid language use of Hutterisch and English varies from teacher to teacher. The article concludes with discussion of considerations for teacher education and in-service teachers working in Hutterite communities. 相似文献
3.
何微微 《柳州职业技术学院学报》2013,(5):90-92,96
采用实证研究的形式分析大学英语四级考试写作中的词汇运用丰富性与写作质量的关系.结果显示：大学生在写作文本长度方面个体差异显著,高分组学生相对能写出更多的内容;低分组学生T单位长度更长,但是T单位正确率远不及高分组学生,T单位正确率与写作质量显著正相关;低分组英语基础薄弱,存在较多的词汇错误,词汇错误与写作成绩呈显著负相关性;高、低分组学生都偏向于重复使用简单词汇,复杂词汇的使用极少,词汇变化度和词汇复杂率差异细微. 相似文献
4.
D. Bedoin 《欧洲特需教育杂志》2013,28(2):159-175
This paper deals with English teachers who work with deaf and hard‐of‐hearing (D/HH) students. In France deaf students are required to attend foreign language classes – mostly English classes. The purpose is not to teach them British sign language (BSL) or American sign language (ASL), but written and/or spoken English. Indeed, sign languages are distinct from spoken languages and differ from country to country: there is no universal sign language. English teachers of the deaf are mostly hearing people. They work either in mainstream or special schools. Most of them have no specific qualifications. In this context, they are faced with the tremendous challenge of how to adjust their teaching to their students’ impairment and at the same time develop the latter's knowledge and skills in English. In order to analyse teaching practices in English classes, questionnaires, interviews and in‐class observations in several special and mainstream schools were conducted. Findings show that different teaching strategies are used in order to make English lessons accessible to D/HH students: teachers have to adapt their teaching language and also use written and visual supports to accommodate D/HH students. Obviously teacher training needs to be improved. 相似文献
5.
文本长度、T单位长度是影响二语写作质量的两个重要因素.通过对49名非英语专业学生英语写作进行实验研究,得出写作的文本长度、T单位长度与写作成绩呈显著相关,并且高分组和低分组在写作的文本长度、T单位长度两个变量上都存在显著差异.实验结果进一步验证了目前国内盛行的"写长法"教学,为外语写作教学提供了一些启示. 相似文献
6.
谭翔宇 《南昌教育学院学报》2012,(4):164-166
在远程语言教学中,由于交流机会有限,书面反馈就成为了开启和维持指导教师与学习者对话的重要手段。基于网络平台开放英语写作课程,以书面反馈为研究对象,采用问卷和访谈等方式,探索在远程语言教学环境下,指导教师和学习者对反馈的理念与实践。研究发现不同指导教师所提供的反馈类型和形式有明显差异,而不同学习者之间的期望和理解也差异较大。建议指导教师提供反馈前应了解学习者的学习需求与特点,同时,需要对指导教师和学习者进行有关有效利用书面反馈系统的培训,以提高书面反馈的对语言教学的促进效果。 相似文献
7.
Wagner RK Puranik CS Foorman B Foster E Wilson LG Tschinkel E Kantor PT 《Reading and writing》2011,24(2):203-220
Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency
were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups,
a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization
(use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean
length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting
fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between
first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect
sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization
variables; and minimal effect sizes were found for spelling and punctuation variables. 相似文献
8.
程逸松 《通化师范学院学报》2014,(10):119-121
PBL教学法是建构主义理论的实践典范,通过教师设计问题,学生解答问题,学生在教师的指导下构建起自己的知识体系.商学导论是商务英语专业或者英语专业（商务方向）的一门基础课,其目的是帮助学生运用英语技能学习商学知识.在教学实践中,教师将商学知识教学目标设计成问题,学生采用英语听力和阅读的方式获取知识,解答这些问题,然后用英语口语和写作的方式表达出答案.通过贯彻PBL教学法的原则,可使该课程的内容和形式有机地结合起来. 相似文献
9.
Written expression of students with and without learning disabilities: differences across the grades 总被引：2，自引：0，他引：2
This study compares the written expression of 48 students with learning disabilities (LD) and 48 normally achieving (NA) students (Grades 4, 8, and 11). Productivity, syntactic maturity, vocabulary, and mechanics were examined using writing samples obtained in response to a standard stimulus. Results indicate that, compared to their NA peers, students with learning disabilities write fewer words and sentences, write more words per sentence, produce fewer words with seven letters or more and fewer sentence fragments, and have a higher percentage of capitalization and spelling errors. No group differences were found for the number of T-units produced or the number of morphemes per T-unit. Comparison of group differences at each grade level and differences by groups across the grades reveals persistent written expression difficulties and signals a need for a careful review of current instructional practices and how they can be improved. 相似文献
10.
The good, the bad and the ugly: teachers' perception of quality in fiction for adolescent readers 总被引：1，自引：0，他引：1
Rosemary Hopper 《English in Education》2006,40(2):55-70
Recent years have seen a great development in fiction written for the adolescent market‐teenage fiction. This article seeks to explore the notion of quality in teenage fiction building on earlier research by Whitehead (1977), Hall and Coles (1999), and Benton (1995a) and using findings from interviews with teachers in secondary schools in the South West of England in 2003 and 2004, the first phase in a study into perceptions of quality in teenage fiction. Questions are raised about whether English teachers have sufficient knowledge of this genre of literature to support pleasure and progress in reading for adolescents and also whether teenage fiction should be more directly addressed in the curriculum perhaps through a school canon, which may apply educational criteria to define a body of literature that begins where the child is, but allows for clear progression in reading. 相似文献
11.
基于BROWN,LOB,CLEC三个书面语语料库,通过对比英语本族语者与中国英语学习者英语书面语中模糊限制语的使用情况,探讨影响中国英语学习者英语写作中模糊限制语使用的因素,指出学生在英语写作中应尽可能避免文化思维差异及母语迁移对写作的影响,而教师在教学中应尽量加强对模糊限制语的研究,使学生在表达中增强正确使用模糊限制语的意识,达到成功交流的目的。 相似文献
12.
钱志富 《宁波大学学报(教育科学版)》2007,29(1):104-106
文章从老师和学生的主体间性理论出发对大学英语口语教学中的师生关系进行了研讨,认为在大学英语口语教学中老师和学生都是教学实践的主体,他们之间是一种交往和对话关系,是一种互动关系,是一种辩证关系。文章对过去以教师为主体的旧模式和以学生为主体的所谓新模式都进行了一定程度的辩证和批评。 相似文献
13.
A H Gajar 《Journal of learning disabilities》1989,22(2):125-130
The utility of computerized analysis of variables cited as predictors of success in written expression was examined. The analysis of compositions written by 423 university students revealed a three-factor structure on 17 variables associated with written expression. A comparison of compositions written by university students with and without learning disabilities was conducted on the three factors identified as vocabulary/fluency, syntactic maturity, and vocabulary/diversity. Students with learning disabilities differed significantly on the factors labeled vocabulary/fluency and syntactic maturity. Students with learning disabilities were not as fluent in word production and in the number of different words used in their compositions as their non-learning-disabled peers. They did, however, produce longer sentences and T-units. The findings of this study suggest that emphasis on the postsecondary level needs to focus on expanding the use of written vocabulary skills, and that the T-unit may not be the best determiner of syntactic complexity at the adult level. 相似文献
14.
本研究采用历时质性个案研究方法,对北京某重点高中两位英语教师进行了为期一年的跟踪调查。通过分析访谈、课堂观察等多种数据,本研究发现两名教师都认为英语写作教学应以培养学生的批判性思维和语言综合能力为目的,且与其他技能的培养相融合。她们采用体裁式写作教学方法,将写作教学嵌入日常英语教学活动,关注学生学习写作的过程。本研究发现表明高中英语教师在日常教学中可以突破应试束缚,切实培养学生的写作能力。 相似文献
15.
《Exceptionality》2013,21(3):171-187
This study reports the results of a survey of special education teachers regarding: (a) how special education teachers organize and develop their lesson plans, (b) which lesson plan components special education teachers include in their lesson planning activities and how each component is planned, and (c) what lesson plan components special education teachers recommend that beginning teachers include in written lesson plans. As indicated by the results, the majority of the special education teachers who participated in this study did not write out lesson plans for each lesson they taught. They indicated that, even though most of the planning prior to instruction was unwritten, it was often "consciously" planned, or planning was unnecessary because the component was performed by habit or instinct. A substan- tial majority indicated that they did not use any expert's lesson planning format, such as Hunter's (1984) or a format suggested in preservice teacher training. None of the 14 components regularly included in preservice lesson plans and instructional design models were written out by a majority of the teachers; only 3 of the 14components were written out by over one third of the respondents. Conversely, this study demonstrated that, although these teachers did not write out detailed lesson plans, they strongly recommended that beginning teachers do so. All 14 components were recommended by at least one third of the respondents, with 8 recommended by a majority. Limitations, questions for future investigation, and implications for teacher preparation are discussed. 相似文献
16.
蒋霞 《四川教育学院学报》2011,27(2):76-80
通过对西南地区某高校大学英语课教师和学生的问卷调查及访谈,发现：在传统大学英语教学环境下,书面任务反馈的对象丰富,但方式传统,以教师纠正性反馈为主,评价简单;师生均认为反馈对学生学习提高有一定效果;学生希望得到更多的来自老师的详细反馈,而教师认为当前的反馈方式耗时较多,效率较低,应采用多元化的反馈方式。反馈理论的成果难以引用于实际,建议研究者关注转变学生对教师依赖,以改变大学英语书面任务反馈的方式,提高效率。 相似文献
17.
Aylett R. Cox 《Annals of dyslexia》1985,35(1):187-198
Alphabetic Phonics is a sequential language curriculum designed to assure that all students can achieve literacy. This curriculum
is a 1980’s organization and extension of the Orton-Gillingham-Childs multisensory teaching of the structure of English. Alphabetic
Phonics allows 95 percent of the auditory, visual, and kinesthetic learners in a regular classroom to master written English.
The curriculum includes modern behavioral, psychological, and educational theories and practice. Developed initially as remediation
for dyslexics, Alphabetic Phonics is succeeding both with small groups of severely blocked dyslexics and as prevention in
regular classrooms in the primary grades. Administrators, classroom teachers, clinicians, remedial, and resource room specialists,
as well as speech and language therapists representing small and large schools (public and private; remedial and accelerated)
have traveled to Texas from forty states and six foreign countries during the past ten years to earn graduate credit in one
or more of the four month-long Introductory Courses held each year. Teachers report that cultural minority students and those
learning English as a second language benefit especially from reading instruction which emphasizes the foundations of English
and time-on-task activities to effect mastery. Outreach programs and multimedia tools are being developed and implemented
to broaden the programs availability to groups with varied needs. 相似文献
18.
王敏 《宜宾师范高等专科学校学报》2014,(4):91-95
基于小型音体美专业主题写作语料库,名词为中心语的搭配结构错误可分为名字中心语错误和修饰语错误两大类。中英语法层面和语义层面的差异是造成这一错误的深层认知原因。英语教师应针对以上错误进行重点讲解,启发学生利用英文的语义表达习惯和特殊语法结构进行名词词组修饰,以减少此类错误的发生。 相似文献
19.
反思性教学又称反思性实践,是二十世纪八十年代在几个西方发达国家逐渐兴起的一种促进教师教育发展的教学理论和教育实践的方式。高职英语教学的目的是要求学生能在日常和业务活动中进行简单的口语和书面交流,为今后进一步提高英语交际能力打好基础。但是在高职英语教学中实施反恩性教学必须克服现有教学中存在的问题并注重技巧。实施反思性教学不仅是发展教师的必要,而且是发展学生的必要。 相似文献
20.
Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a Systemic Functional Grammar (SFG) approach to language analysis to provide teachers with a new way to evaluate deaf students’ writing. This project consisted of two studies. The first study focused on determining whether SFG analysis could be helpful for teachers of the deaf. The second study focused on mapping a trajectory of the written language development of deaf students and the development of written language inventory for teachers of the deaf. This inventory, along with additional evaluation tools, has the potential to impact both objective setting and instruction. 相似文献