It is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization.Therefore,the instruction of nominalization in an ...It is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization.Therefore,the instruction of nominalization in an academic English writing course is badly needed.The author conducted onesemester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach(POA).This research demonstrated how to apply POA,specifically,the enabling procedure to the teaching of nominalization.By triangulating the data of students’interviews,learning journals and written output,and the data of 4 teachers’class observations and interviews,this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.展开更多
Enabling as the second phase of the Production-Oriented Approach(POA)instruction(Wen,2015),plays a vital role in determining the quality of productive performance of English language learners.To explore how to apply t...Enabling as the second phase of the Production-Oriented Approach(POA)instruction(Wen,2015),plays a vital role in determining the quality of productive performance of English language learners.To explore how to apply theoretical principles of enabling to practice,this paper interprets theoretical principles and reports the practice of the classroom implementation of enabling.The paper proposes a definition for enabling,clarifies the confusion between enabling and scaffolding,and clears up some misunderstandings about enabling.It explains three criteria for effective enabling,namely,alignment,gradualness,and variety,and elaborates on the relations among them.Based on the teaching material of Unit 7 of iEnglish,the paper demonstrates how to design and implement enabling activities under the guidance of these three criteria and evaluates the actual effectiveness of the enabling implemented in the classroom.展开更多
文摘It is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization.Therefore,the instruction of nominalization in an academic English writing course is badly needed.The author conducted onesemester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach(POA).This research demonstrated how to apply POA,specifically,the enabling procedure to the teaching of nominalization.By triangulating the data of students’interviews,learning journals and written output,and the data of 4 teachers’class observations and interviews,this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.
文摘Enabling as the second phase of the Production-Oriented Approach(POA)instruction(Wen,2015),plays a vital role in determining the quality of productive performance of English language learners.To explore how to apply theoretical principles of enabling to practice,this paper interprets theoretical principles and reports the practice of the classroom implementation of enabling.The paper proposes a definition for enabling,clarifies the confusion between enabling and scaffolding,and clears up some misunderstandings about enabling.It explains three criteria for effective enabling,namely,alignment,gradualness,and variety,and elaborates on the relations among them.Based on the teaching material of Unit 7 of iEnglish,the paper demonstrates how to design and implement enabling activities under the guidance of these three criteria and evaluates the actual effectiveness of the enabling implemented in the classroom.
