抓语言描写 品人物形象---我的教学案例分享

语文 a 版四年级上册的小学语文教材中,出现了许多写人记事的文章:如《提灯女神》、《勇敢的少年》、《生命的签证》等。在 这些文章中,大多是通过语言描写来刻画人物形象。那么,我们抓住这些语言描写,怎样来品析人物形象呢?对于四年级的学生,大多数 也都有这样的困惑。

如何巧用多媒体引领学生愉快写作

文章针对作文教学的“高耗低效”的现状,结合实践经验,就如何巧妙运用多媒体技术激发写作兴趣、积累写作素材、学习写作方法、构建高效作文课堂,促进学生写作能力稳步提升。

The Review Study： The Effect of Task-based Approach on the Advanced EFL Learners＇ Narrative vs. Expository Writing

This study was an attempt to determine the effect of task-based approach vs. traditional approach on the narrative and expository writing of the EFL （English as a Foreign Language） learners. This study also tried to see if there is any difference between the narrative and expository writing of the advanced EFL learners＇ when the task-based approach is the instruction of methodology. It was concluded that teaching writing to EFL learners through task-based approach is more effective than teaching writing to the advanced EFL learners traditionally. But, it was found that task-based approach is not biased toward one of the two narratives vs. expository writing modes. For EFL contexts in many countries, there is a strong need for learners to develop their EFL writing ability.

An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing

Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes the process of compiling iEnglish,a series of textbooks based on the Production-Oriented Approach(POA)and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing.By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process,the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.

Instruction of Nominalization by Applying Enabling of POA

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.

Effects of the Production-Oriented Approach on EFL Learners’Writing Performance in China’s Tertiary Education

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.

An on-line free handwritten Chinese character recognition method based on component cascaded HMMs

This paper presents a cascaded Hidden Markov Model （HMM）, which allows state＇s transition, skip and duration. The cascaded HMM extends the way of HMM pattern description of Handwritten Chinese Character （HCC） and depicts the behavior of handwritten curve more reliably in terms of the statistic probability. Hence character segmentation and labeling are unnecessary. Viterbi algorithm is integrated in the cascaded HMM after the whole sample sequence of a HCC is input. More than 26,000 component samples are used tor training 407 handwritten component HMMs. At the improved training stage 94 models of 94 Chinese characters are gained by 32,000 samples, Compared with the Segment HMMs approach, the recognition rate of this model tier the tirst candidate is 87.89% and the error rate could be reduced by 12.4%.

Showcasing modeling strategies in the ESOL writing class： Blending rhetorical fluency with grammatical accuracy

This paper argues for an overt innovational shift in praxis, as well as classroom configuration in the ESOL writing class by calling for a move away from the current foci on process-based pedagogies for newcomer populations, to an explicit teaching of modeling strategies with concomitant practice opportunities provided in the ESOL writing class. It is argued that explicit, sequenced instruction in the domains of rhetorical structure as well as grammatical accuracy provide ESOL （English for Speakers of Other Languages） learners in the emerging stages of language learning with a more concrete grasp of meaning, structure and grammar in rhetorical construction. The modeling strategies proposed in the paper focus on a simultaneous building of rhetorical fluency and grammatical accuracy via spotlighted and sequenced strategies which afford learners practice in smaller chunks of composition including but not limited to thesis statement writing, varied paragraph organization, multiple modes of exposition, and grammatical complexity all in a bid to generate rhetorical depth and grammatical detail in writing. In short, both form and function need to be explicitly taught in the ESOL writing class with adequate opportunities provided for rhetorical practice. Using a meticulous blend of meaningful, authentic and purposeful tasks combined with one-on-one instruction which incorporates a variety of visual and rhetorical modeling strategies, emerging writers, it is argued a move from controlled to automatic writing fluency within a short time span. The pedagogy proposed in the current paper spotlights the specific learner, rather than the writing process and entails a move away from traditional, teacher-fronted classrooms to targeted, workshop-centered configurations which permit for one-on-one conferencing in the ESOL writing class. The visually rendered modeling strategies proposed in this paper argue for writing instruction for ESOL students which is learner responsive, relevant and practical.

Pragmatic Errors in English Learners＇ Letter Writing

Letter writing is a major part of English practical writing. In their letter writing practice, English learners frequently commit all kinds of errors, quite a number of which are pragmatic errors. Since these errors seem to be quite correct in terms of grammar, they are likely to be ignored by both English learners and instructors. This paper attempts to expose such errors, analyze the causes of them and propose some tentative measures to prevent and to correct these errors.

Differential effects of teaching approaches on Chinese EFL learners of different writing abilities

To the issue on the superiority and inferiority of the ＂product approach＂ and the ＂process approach＂ writing teaching, an empirical study research of I00 non-English major students has been accomplished to testify the relationship between these different approaches and the different writing levels. The results are the ＂product approach＂ is more helpful to the learners with lower writing level; whereas, the ＂process approach＂ is more effective to ones with higher level. Furthermore, the teaching approach itself cannot affirm the superiority and inferiority, and it would not be at work unless is applied for corresponding learners.

Analysis of phonological factors in English misspelling

The spelling mistakes in English writing are closely related to the incorrect pronunciation of the students, such as misuse of pronunciation rules of Chinese and English, overuse of the rules and coinage. This paper, on the basis of the analysis of the compositions of the college students, tries to find out how much mispronunciation affects misspelling, analyze the possible causes, and then put forward some suggestions on how to improve English spelling of the students.

Exploring summarizing： A case study

As a useful kind of writing, summarizing, aiming at improving students＇ ability to input information （reading） and output information （writing）, and should be emphasized at the advanced writing level, especially when postgraduates further their English studies. In order to have a deep understanding of the status quo of postgraduates＇ ability to summarize, this paper collected some data from the writing assignment and tried to give a detailed analysis of the problems, reasons and put forward some solutions.

The Manuscript Drafting Journey of a NNE Scientific Writer： An Ethnographic Case Study

Given that there is a dramatic increase of the English manuscript submission rate of doctoral students, yet little research effort is devoted to this line, the author investigates the manuscript drafting strategies of one Taiwan Residents hydraulics major doctoral student, who was required by his department to have international publications for the qualifications for the degree. The study employs Ken Hyland＇s social constructionist approach to disciplinary writing and follows an ethnographic research method for the collection/analysis of the data. The results show that the participating student, in order to establish a professional persona for the heightening of manuscript acceptance possibility, followed some prescribed procedures such as citing higher potential journals, adhering to the expert model, and formulizing the research procedures/results. A conflicting rhetorical structure of literature review writing and the favor of doing applied research for publication purpose were also found in his writing. The author addresses the implicated meanings of these writing attempts and concludes that a ＂short-sighted operation＂ of writing attempts may undermine the value of a research. This study contributes to international scientific research communities＇ understanding of this group of writers＇ disciplinary knowledge construction and writing for publication.

A Study on the Teaching of Lexical Phrases in Non-English Majors＇ Argumentative Writing

Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative classroom activities and neglects the systematic study of linguistic knowledge. Both of them cannot meet the requirements of improving the non-English major students＇ argumentative writing scores. So based on the Lexical Approach theory, taking the College English Integrated Course 4 （LI, 2003） as the main teaching material and lexical phrases as teaching and learning units, this study explores the effectiveness of the Lexical Approach in improving non-English major students＇ argumentative writing through classroom activities of input, absorption, and output of lexical phrases. The results show that lexical phrases have more effects on students＇ English competence than single words. They can help to improve the argumentative writing scores and cultivate an interest in learning English independently.

Critical strategies for formulating a thesis statement

Good writing is about making good choice of a thesis statement. A thesis statement is not only our source of writing but also our limit and measure. Based on the structure and function of a thesis statement, three critical thesis statement formulating strategies are suggested. The thesis statement formulating strategies are targeted as the critical points in this paper because thesis statement formulating strategies can provide a learner with possibilities of selecting clear and concise thesis statements for writing purposes. These strategies ensure a learner to write effectively in English.

Innovation and development about dual process control of English writing training

This text combined actual teaching to conduct the discussion on how to innovate a pair of course to control the writing to train, explain the understanding of teaching method of pair of course of this text, summarize the concrete method from 7 respects, expect to exchange in launching a pair of course and controlling the concrete operation that the writing trains with everybody, share the teaching experience and realize, by improving and upgrading the teaching level of writing of English. This text thinks that it reflects that innovative thinking is in teaching to innovate and experience the course, the activity course of teaching should not understand analyzing the content of the teaching material and proposition composition are practised, but run through its cognition in experiencing the course dynamically in the real classroom, course, experience, interdynamic, teachers and students participate in teaching new idea and spiritual essence of study together.

A Corpus-Based Analysis of Chinese Students＇ Contraction Strategies in Writing

This paper makes comparison among CLEC, the Brown Corpus and the LOB Corpus, and studies the Chinese students＇ contraction strategies in English writings. It draws the temporary conclusion that Chinese students of various English levels tend to overuse contracted forms in their writings, and thus makes their writings more informal and conversational. There are even a few students trying using informal contractions such as ＂gonna＂, ＂wanna＂, etc. It is necessary to remind Chinese English learners of paying attention to the standard contraction strategies in their writings.

Metaphors Enhance Creativity in Writing

Metaphor, a rhetoric device which involves both stylistics as well as cognition, is really a hot theme in recent years of academic research. Thus this paper thinks that metaphor may help the language learners to write creatively by a brief introduction and some personal experiences in language teachi ng.

Using Facebook to Develop Grammar Discussion and Writing Skills in English as a Foreign Language for University Students

This study aimed at investigating the effect of Facebook on grammar discussion and writing skill in English as a foreign language for university students, The study sample consisted of 60 students at Oklt AI Sqoor College of Science and Arts in Saudi Arabia and was divided into two groups： 30 students for the experimental group and 30 students for the control group. The instrument of the study was an EFL grammar and writing test. Students in both the experimental and the control group were pre-tested using the EFL （English as a Foreign Language） grammar and writing test, After that the experimental group was taught using Facebook while the control group was taught using the traditional method. Finally, students in both groups were post-tested using the EFL grammar and writing test. Results of the study showed that the experimental group outperformed the control group in the post-test of EFL grammar and writing. This difference can be attributed to using Facebook.

Cultivation of College Students＇ Critical Thinking Ability Through the Reading-Discussion-Writing Approach

Critical thinking ability is the core skill of higher education. How to train the non-English major students＇ critical thinking ability in the English writing instruction plays an important role in the compound personnel training. In this paper, the reading-discussion-writing approach which guarantees the innovative construction of writing is proposed to train college students＇ critical thinking ability, and specific suggestions on the practice are articulated such as designing diversified listening and speaking lead-in activities to activate or supplement the relative notion and background knowledge, using variety of challenging reading-discussion-writing tasks, and conducting mutual evaluation, etc., to let students deeply understand the text through discussion and promote their language competence and writing ability as well as their reflective thinking ability.