This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,in...This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.展开更多
This paper is designed to explore whether the theory of text linguistics,especially the knowledge of cohesion,coherence and cohesive devices could be applied in college English writing teaching to help improve student...This paper is designed to explore whether the theory of text linguistics,especially the knowledge of cohesion,coherence and cohesive devices could be applied in college English writing teaching to help improve students’writing abilities.Besides,the author puts forward some suggestions for both English teachers and learners.展开更多
The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the stud...The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.展开更多
This research proposal focuses on a tentative exploration of teaching procedures for college English writing with the ge-neric approach of Sydney School.This research will mainly adopt a qualitative research methodolo...This research proposal focuses on a tentative exploration of teaching procedures for college English writing with the ge-neric approach of Sydney School.This research will mainly adopt a qualitative research methodology,which aims to figure out the contextual configuration and generic structural potential as well as the register of a specific genre and assist students to write arti-cles of the target genre through teaching procedures like deconstruction,joint construction,and independent construction.展开更多
Introduction College English Language Teaching (CELT) is a special term for teaching English to non-English major students in Chinese universities. Nowadays in CELT, more and more attention is being paid to writing. T...Introduction College English Language Teaching (CELT) is a special term for teaching English to non-English major students in Chinese universities. Nowadays in CELT, more and more attention is being paid to writing. This trend seems to have been reinforced by the inclusion of a writing test in the National College English Test, which has great influence on CELT in China. However, because of time limitations on CELT courses, usually four or five hours a week, it is quite impossible to plan a specific writing course. As a result, it has to be integrated into other courses-in most cases into reading courses. In Chongqing University (Chongda), for instance, writing is included in Intensive Reading. Although writing is combined with other English courses, it has not been fully integrated. In other words, the course including writing is divided into two parts which have nothing at all to do with each other.展开更多
文摘This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.
文摘This paper is designed to explore whether the theory of text linguistics,especially the knowledge of cohesion,coherence and cohesive devices could be applied in college English writing teaching to help improve students’writing abilities.Besides,the author puts forward some suggestions for both English teachers and learners.
文摘The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.
文摘This research proposal focuses on a tentative exploration of teaching procedures for college English writing with the ge-neric approach of Sydney School.This research will mainly adopt a qualitative research methodology,which aims to figure out the contextual configuration and generic structural potential as well as the register of a specific genre and assist students to write arti-cles of the target genre through teaching procedures like deconstruction,joint construction,and independent construction.
文摘Introduction College English Language Teaching (CELT) is a special term for teaching English to non-English major students in Chinese universities. Nowadays in CELT, more and more attention is being paid to writing. This trend seems to have been reinforced by the inclusion of a writing test in the National College English Test, which has great influence on CELT in China. However, because of time limitations on CELT courses, usually four or five hours a week, it is quite impossible to plan a specific writing course. As a result, it has to be integrated into other courses-in most cases into reading courses. In Chongqing University (Chongda), for instance, writing is included in Intensive Reading. Although writing is combined with other English courses, it has not been fully integrated. In other words, the course including writing is divided into two parts which have nothing at all to do with each other.