abstract
Since Dewey put forward. Critical thinking? Many foreign scholars have carried out a series of studies on improving students' critical thinking ability in the field of education. In the1980s, critical thinking became the goal of foreign higher education in the United States and Canada. It was not until recent years that it attracted widespread attention in China. However, there is little research on it in the field of education. Our traditional English teaching methods pay attention to the cultivation of students' language knowledge and skills, but ignore the cultivation of students' critical thinking ability. In the process of skill practice, teachers often emphasize the importance of memorizing vocabulary and strictly imitating skills, while ignoring students' ability to analyze problems and propose innovative solutions. Therefore, English writing teaching is influenced by this and attaches great importance to cultivating students' reading and writing skills. Few studies are aimed at systematically cultivating students' ability of analysis, synthesis, summary, comparison and reasoning in the writing process. Therefore, this study aims to design some writing tasks and teaching strategies to cultivate college students' critical thinking consciousness and promote their all-round development.
According to six critical thinking skills, this study is conducted by asking students to submit an argument. All the participants in this study are non-English major freshmen from a key university. This study used the revised version of the Qualitative Critical Thinking Skills Scale. Through quantitative and qualitative analysis, the writing experiment was conducted within one semester to collect data about students' learning behavior. The experimental class adopts reading and writing teaching method, while the control class adopts traditional teaching method. The writing scores of the experimental class and the control class were statistically processed by SPSS 19.0 software. The final analysis shows that EGAP writing mode has a significant positive impact on improving students' critical thinking ability, especially on stimulating students' writing enthusiasm and critical thinking consciousness. Compared with the control class, the students' writing ability in the experimental class has been greatly improved. In addition, this study puts forward some reform suggestions for English writing teaching. This study is of great value in guiding students to use critical thinking skills in writing.
abstract
Since1960s (Marty, 198 1), a lot of research has begun to pay attention to the influence of science and technology on English vocabulary learning. However, no consensus has been reached (Qiu, Lin, & Pandian, 2012; Mohsen & ampBalakumarohsen, 20 1 1).
Although some narrative reviews have evaluated and discussed these contradictory results, this study aims at strengthening the overall effect of English vocabulary learning by quantitative techniques, adopting different review methods: meta-analysis, and further adjusting and analyzing the learning methods and test types.
The published or unpublished literatures in recent ten years were collected through four channels, and after three times of screening, 20 effects of 13 preliminary studies were obtained. After that, all the preliminary studies were coded and the Meta were calculated by the random effect model of meta-analysis with software synthesis.
According to Cohen's standard in 1992 (g = 1.26, 95% confidence interval is [0.86, 1.66]), the results show that (1) technology has a significant positive impact on English vocabulary learning. (2) Learning methods (intentional learning, incidental learning and comprehensive learning) have an impact on the overall effect.
The three learning methods are heterogeneous (g = 9.22, p = 0,01< 0.05), the effectiveness of intentional learning, incremental learning and integrated learning are respectively = 0.6 1, G 2. 14, g = 0.98. Incidental learning in scientific and technological environment has the greatest effect on English vocabulary learning. (3) Test types (recognition test, recall test, recognition+recall test) also affect the overall validity. These three test types are also different. 0.05)。 The effects of recognition test, recall test and recognition+recall test are 3.59, 0.7 1 and 0.37 respectively. Technology-enhanced English vocabulary learning has achieved the greatest results in cognitive tests.
abstract
Based on the framework of competitive values (CVF: the framework of identifying organizational effectiveness and defining organizational culture), this study aims to investigate college English teachers, teaching motivation, their views on the organizational culture of the target university, their professional passion and their interaction. The research questions to be solved are as follows: (1) How do English teachers view the organizational culture in their workplaces? (2) How much effort will teachers make for their professional commitment and ambition? (3) What are the motivations of English teachers in the target university? (4) How do organizational culture and past experience affect teachers' motivation?
In this study, four different questionnaires were used as research tools, including a demographic questionnaire and three research questionnaires, namely, demographic questionnaire, organizational culture assessment tool (namely, Theocai) (Cameron &; Quinn, 1999), the scale of career participation and career development ambition (PECDA scale) (Watt & ampRichardson, 2008b), and the scale of teachers' teaching task motivation (WTMST) (Fernet et al., 2008) were used to investigate the above research issues. The whole research takes about 12 weeks, including three stages: preparation stage, preliminary research and main research.
The results of this study show that most teachers have intrinsic motivation and are influenced by the dominant performance culture and planning culture in the target research area. The results also show that overseas experience and teaching years affect teachers' perception and motivation of tixe organizational culture. Participants with overseas experience tend to be more professional, more motivated and more confident in their academic ability; The longer the teacher has been teaching, the more he agrees with the rules and regulations and intrinsic motivation, and the more devoted he is to staying in the field of education, the more confident he is. Participants in the target university basically belong to high-input adherents, and male teachers expect to become leaders.
abstract
Due to the economic, social and academic needs and the advantages of Egap (General Academic Purpose of China University English), it is necessary and fearful to use English in EGAP class. Our understanding is that writing is an extreme input. Playing an important role in the writing process is a very important factor to improve students' writing ability. However, the survey of students' writing shows that they are influenced by the traditional writing teaching methods that emphasize grammar and vocabulary. Students lack a theoretical and systematic understanding of genre teaching method and a lack of understanding of genre. Therefore, it is necessary to put forward an effective teaching method of English writing which is suitable for China's national conditions, so as to improve students' writing ability.
Firstly, this paper briefly introduces the development trend of electronic writing teaching, and discusses the necessity and applicability of electronic writing teaching in China, as well as the main viewpoints of the two schools, the theoretical basis and genre teaching methods of the three schools. On this basis, this paper puts forward an improved genre teaching method, aiming at enhancing students' genre awareness and improving their writing level.
In order to achieve this goal, two classes of non-English major freshmen in East China University of Science and Technology were selected as experimental classes and control classes for one semester. The application of genre teaching method in experimental class follows an improved genre teaching method. At the beginning and end of the semester, the same topic was compared, and the experimental class and the control class were compared. Due to various factors, such as learning motivation, different students show different degrees of acceptance of certain teaching methods. Therefore, not only the overall change, but also the individual differences are emphasized.
There are three assumptions:
1. Can genre teaching method improve students' genre awareness? 2. Is that okay? genreawareness？ Really improve students' writing ability in EGAP? If students can be improved in an all-round way, will there be differences between students of different genders and learning abilities because of individual differences? If some students don't make progress, what are the possible reasons behind it? 3. Will China Students Accept and Adapt to Genre Approach?
Through SPSS 19.0 software, the author collected and analyzed three groups of data: six writing assignments, final exam writing and questionnaire survey. The research shows that (1) genre teaching method has a significant effect on cultivating students' genre awareness and improving their overall writing ability; (2) During the whole experiment, girls have a stable advantage over boys, but the progress of boys fluctuates obviously; (3) Students with moderate efficiency have the greatest potential to make great progress; (4) Inevitably, some students' writing ability has not improved or their writing concepts have not changed in this study. Through analysis, it is found that the main objective reasons are: the difficulty of writing itself, the differences between eastern and western cultures and ways of thinking, and the limited teaching time. ; Subjective reasons mainly come from: students' limited ability and lack of interest in English writing. (5) Most students are easy to accept this method and can adapt well, but acceptance is not necessarily accompanied by adaptation; (6) Feedback is an indispensable part of English writing teaching, and more specific feedback will have a greater incentive for students' self-revision and development; Finally, the author puts forward some limitations in his own research, and hopes that this can provide some hints and suggestions for further research in English writing class.
abstract
College English listening and writing. Oral English class, language and other symbolic systems help students construct meaning together. This can be reflected in the design of teaching materials and the use of audio, video and images. Therefore, the theoretical basis of this paper is the multimodal discourse analysis theory derived from systemic functional linguistics and social semiotics. Its essence is other symbol resources, such as images and audio. It is an equally important language in the semantic system. The comprehensive framework of visual grammar, auditory grammar and MDA is the main analysis method of this paper.
At the same time, the results of teaching investigation and MDA of teaching materials are the practical basis of multimodal teaching design, which provides practical suggestions for this paper. According to the survey results, it can be concluded that students are more or less aware of multimodal in this course and think that multimodal should be used moderately; Multi-modal classroom activities, social content, etc. Should be brought into the class; Teachers should remind students to pay attention to multimodal factors such as images and font changes in textbooks.
Therefore, when designing multi-modal teaching, we should pay attention to: (1) modes interact with each other, and there is a clear priority in this course. (2) Lexical modality and acoustic modality are the main modalities, and other modalities are only used as tools to supplement information and improve teaching efficiency. (3) The selected mode should provide supplementary information to make the learning materials easier to understand and help students concentrate. Then, on the basis of the above principles, combined with the author's teaching experience, a teaching design sample is designed, and the feasibility and effectiveness are verified by an empirical study through interviews.
abstract
Adverbs of degree play a vital role in daily language communication. However, because of their variety and similar meanings, it is difficult for language learners to really grasp their meanings and usages.
With the help of AntConc 3.4.lw, Flinburg-Brown Corpus based on American English, Freiburg-Loeb Corpus based on FLOB English and China Learner's English Corpus, this study aims to compare the actual use of common English adverbs in semantic prosody between English learners in China and native English speakers. The research procedure includes two steps. Firstly, AntConc 3.4.lw is started to extract the corresponding relationship of target node words in each corpus and analyze the semantic features of node word collocation. Then, the semantic prosody of these node words is summarized and compared in two corpora.
The results show that native English speakers and China learners have similarities and differences in the use of semantic prosody.
English learners in China tend to use relatively, highly and completely negative semantic rhymes less. Excessive use of extreme negative semantic rhyme; And misused the terrible semantic rhyme. The results also show that China learners have some problems in using semantic prosody of adverbs of degree, which may be caused by mother tongue transfer, intralingual transfer and lack of information about semantic prosody in dictionaries and textbooks.