读写整合教学在高中英语教学中愈来愈显其重要性。本文以Theme parks—fun and more than fun研究文本内容,以教研活动的三节同课异构课的实践为分析对象,从教学目标、教学过程支架的搭建、学生的写作输出等三个方面进行深入对比分析,...读写整合教学在高中英语教学中愈来愈显其重要性。本文以Theme parks—fun and more than fun研究文本内容,以教研活动的三节同课异构课的实践为分析对象,从教学目标、教学过程支架的搭建、学生的写作输出等三个方面进行深入对比分析,探讨体裁教学在高中读写教学课堂的有效应用。展开更多
Krashen＇s Input Hypothesis, Swain＇s Output Hypothesis, and Schmidt＇s Noticing Hypothesis are the important theories related to SLA （Second Language Acquisition）. A model based on the three is established in the p...Krashen＇s Input Hypothesis, Swain＇s Output Hypothesis, and Schmidt＇s Noticing Hypothesis are the important theories related to SLA （Second Language Acquisition）. A model based on the three is established in the present paper and used to guide students＇ writing. Some specific task types are designed to help learners know how to use words correctly and appropriately in context and thus improve their overall word use in writing. The conclusion is drawn that through conscious reading （the so-called input） and conscious imitate use of the words and expressions in the reading （the so-called output）, learners will improve the diction in writing.展开更多
The Production-Oriented Approach(POA)has been proposed as a remedy for overcoming the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China.T...The Production-Oriented Approach(POA)has been proposed as a remedy for overcoming the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China.This two-week quasi-experimental study investigated the effect of the POA,compared with the traditional text-centered Intensive Reading Approach(IRA),on college students’L2 writing performance in terms of overall quality of the writing and its components of language,idea,and discourse structure.Data included writing samples of both experimental and control groups before and after classroom instruction and the results of a language achievement test on mastery of target language forms predicating students’language use in writing.The results showed that:1)no significant difference was found between the two groups either in the overall quality or in the“idea”and“structure”of the written texts;2)the experimental group outperformed the control group with respect to language use,in terms of both language quality and the frequency of target language use.These results indicated that the POA might have an advantage over the IRA in facilitating learners’writing development.展开更多
Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made tw...Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made two questionnaires, which revealed that most students preferred and benefited from this new pedagogy. Based on the research, the author discusses the characteristics of the flipped-classroom pedagogy for teaching ESP as well as such basic ESP instructional principles as mulflmodality, interacfivity, practicability and leamer-centeredness. The flipped-classroom teaching mode is expected to supply valuable insights to College English teaching reforms in China.展开更多
文摘Krashen＇s Input Hypothesis, Swain＇s Output Hypothesis, and Schmidt＇s Noticing Hypothesis are the important theories related to SLA （Second Language Acquisition）. A model based on the three is established in the present paper and used to guide students＇ writing. Some specific task types are designed to help learners know how to use words correctly and appropriately in context and thus improve their overall word use in writing. The conclusion is drawn that through conscious reading （the so-called input） and conscious imitate use of the words and expressions in the reading （the so-called output）, learners will improve the diction in writing.
文摘The Production-Oriented Approach(POA)has been proposed as a remedy for overcoming the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China.This two-week quasi-experimental study investigated the effect of the POA,compared with the traditional text-centered Intensive Reading Approach(IRA),on college students’L2 writing performance in terms of overall quality of the writing and its components of language,idea,and discourse structure.Data included writing samples of both experimental and control groups before and after classroom instruction and the results of a language achievement test on mastery of target language forms predicating students’language use in writing.The results showed that:1)no significant difference was found between the two groups either in the overall quality or in the“idea”and“structure”of the written texts;2)the experimental group outperformed the control group with respect to language use,in terms of both language quality and the frequency of target language use.These results indicated that the POA might have an advantage over the IRA in facilitating learners’writing development.
文摘Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made two questionnaires, which revealed that most students preferred and benefited from this new pedagogy. Based on the research, the author discusses the characteristics of the flipped-classroom pedagogy for teaching ESP as well as such basic ESP instructional principles as mulflmodality, interacfivity, practicability and leamer-centeredness. The flipped-classroom teaching mode is expected to supply valuable insights to College English teaching reforms in China.
