English teaching is an effective way
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[Chinese Abstract] long time, China's second-language learners in English language learning to invest more, the effect is small. To solve this problem,
herve leger toronto, Professor Wang Chuming other in the Guangdong University of Foreign Studies in English 201 first-year undergraduate students carried out a reform of teaching English length approach. From the composition of the reform task design, layout, commenting, evaluation and other aspects, the length by adjusting the composition to improve the English proficiency of students. Experimental data show that: a long essay by writing, English composition students to write more confidence, and they wrote a long essay that will help to improve their English. However, this teaching method in non-English major in college English teaching is equally effective whether it? This paper aims to further research to answer this question. The study is based on the output of second language acquisition theory, including a quantitative and a qualitative study. In Professor Wang Chuming on the basis of such studies, the main purpose of quantitative research is to investigate whether the law can promote long to write second language learners of English levels. Study participants focus on an eighty non-university non-English major college sophomore. Similar to their age, have similar educational backgrounds. They were divided into experimental and control groups in the experimental group was to write length method of teaching, the control group for the traditional teaching of writing. Through the first two experiments and experimental results after the descriptive statistics and T-test that the experimental group than the control group achieved significantly higher results. The purpose of quantitative research is by way of a questionnaire survey subjects of length approach attitude. All subjects were participants in the experimental group. Research tool is the two Lecter 5 ...
[English Abstract] In China, a great number of students have kept learning English. They can receive a lot of language input, but when it comes to language performance some of them may meet with difficulties. The fact that they are unable to use English efficiently and effectively is partially due to the lack of sufficient language production. So teachers and students need to search for ways to facilitate the efficient and effective use of English. The Length Approach,
MBTシューズ 販売店, initiated by Wang Chuming from Guangdong Foreign Studies ...
English teaching is an effective way
Abstract5-6 Abstract 7-11Chapter One Introduction11-15Chapter Two Literature Review15-292.1 Output Hypothesis15-192.1.1 The Noticing / Triggering Role of Output15-172.1.2 Hypothesis Testing17-182.1.3 Conscious Reflection18-192.2 Affective Factors19-242.2.1 Self-concept19-202.2.2 Self-confidence/Self-esteem20 -222.2.3 Motivation22-232.2.4 Attitudes23-242.3 Writing24-292.3.1 The Definition of Writing24-252.3.2 Writing in Cognitive View25-282.3.3 Writing and L2 Acquisition28-29Chapter Three The Length Approach29-403.1 Traditional Writing Pedagogies vs the Length Approach29-313.2 From 1 Requirements for the Students36-373.3.2 Providing Topics373.3.3 Choosing a Safe Environment37-383.3.4 Evaluation38-393.3.5 Revising393.3.6 About Errors and Correcting39-40Chapter Four The Research of the Implementation of the Length Approach40-644.1 Wang Chuming's Research40 -434.2 An Experiment of the Effects of the Length Approach43-494.2.1 The Aim of the Experiment434.2.2 Participants434.2.3 Instruments43-444.2.4 Procedures44-454.2.5 Data Collection45-464.2.6 Data Analysis464.2.7 Results and Discussion46-494.2 .7.1 The Pretest46-474.2.7.2 The Posttest47-494.3 A Survey of the Benefits of the Length Approach49-624.3.1 The Aim of the Survey494.3.2 Research Questions494.3.3 Research Subjects494.3.4 Research Instruments49-534.3.4.1 The Structure of the Two Questionnaires504.3.4.2 The Content of the Questionnaires50-534.3.5 Source of the Questionnaire Items534.3.6 Data Collection53-544.3.7 Results and Discussion54-624.4 Implications62-64Chapter Five Conclusion64-66Bibliography66-71Appendix One Questionnaire 171-72Appendix Two Questionnaire 272 -73Appendix Three Test 173-82Appendix Four Test 282-91
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