Abstract
Sinceimplementationofqualityeducation,cultivatingstudent'sautonomouslearningabilityhasbecomethepriorityforteachers.ThenewEnglishcurriculumstandardforseniormiddleschoolstudentsalsostatesthatcultivationofautonomouslearningabilityofseniormiddleschoolstudentsisregardedasanimportantobjective.Manyscholarshaveconductedresearchesonthecultivationofautonomouslearningabilityinorderthatlearnercanbemotivatedtolearnwithcuriosityandinterest,graduallyformsgoodlearninghabitandlearnsactively.Thenthelearnercanenjoythepleasureofthewholelearningprocess.Itisbeneficialtoimprovelearningefficiencyaswellaslayssoundfoundationforlife-longlearninganddevelopmentoflearner.
Thereviewofpreviousstudiesonautonomouslearninghomeandabroadshowsthatmostofthestudiespaymuchattentiontothetheoryintroductionandlackofempiricalstudy.
Inaddition,somestudiesfocusontheclassinstructionandneglectpreviewandrevisionofthelesson.Forinstance,HuangWenjing'sarticle（2007）oncultivatinglearningautonomyinseniorhighschool'sEnglishclassroom;Zhangyan's（2013）aninquiryintoautonomous一cooperativeEnglishlearninginjuniorschools;FengHaiyun's（2010）astudyontheimprovementoflearnerautonomouslearningcapacityonthebasisoftheme-basedinstructionmodelincollegeEnglishteaching.Tofillthegap,thisthesisconcentratesonthecultivationofautonomouslearningabilityfromtheperspectiveofrevisionclass.Thestudyaimstomotivatestudents'wholelearningprocessthroughthechangeofmodeofrevisionclasssothatthestudentscanimprovetheirlearninginterest,formgoodlearninghabitandpromotethecultivationofautonomouslearningabilityofseniormiddleschoolstudentsaccordingly.
Theexperimentwasconductedonthebasisofconstructivismandhumanismastheoreticalframework,lastingfourmonths.ThesubjectsoftheexperimentarethestudentsofaseniormiddleschoolinTangshan.Throughthequestionnaires,interviewandtest,theexperimentdiscussesthefollowingthreequestions:
（1）Whatisthecurrentsituationofstudent'sautonomouslearningabilityinseniormiddleschool?
（2）Doesthemodeofrevisionclasspromotelearner'sautonomouslearningability?
（3）Howdoesthismodeofrevisionclassimproveautonomouslearningability?
Theresultindicatesthatthecharacteristicofthecurrentsituationofautonomouslearningabilityinseniormiddleschoolareasfollow:1.lackinglearningmotivation;2.lowabilitytoself-monitor;3.beingshortofscientificandsystematiclearningmethod;4.havingpoorawarenesstoself-evaluate.TheanalysisofthetestresultaftertheexperimentwasconductedforatermshowsthatthescoreoftheECisclearlyhigherthanthatoftheCC;thequestionnairealsoindicatesthattheoveralllevelofautonomouslearningabilityofECishigherthanthatofCCintermsoflearninginterest,self-monitor,learningstrategyandself-evaluation.Inaddition,theinterviewalsoindicatesthatthismodeofclassiswelcomebythestudents.Beingthecenteroftheclass,thestudentsdevelopedtheircreativeabilityandtheirlearninginterestwasalsoaroused.Throughreviewofthewholeexperimentandanalysisoftheresult,thestudymakesaconclusiononthestrategytocultivatetheautonomouslearningabilityintheexperiment.Firstly,thisrevisionmodemotivatesthewholelearningprocessandhelpsstudentsformgoodlearninghabit;Next,thisclassalsohelpsstudentsformthehabitofself-reflection,whichisanimportantwaytocorrectandimprove.Thirdly,thestudents'learninginterestismotivatedthroughsomeclassactivitiesintheexperimentsuchas:
groupdiscussion,pupilteacher.Fourthly,thismethodhelpsstudentsmakeself-monitor.Thefacetofaceconversationbetweentheteacherandthestudentafterclassisagoodwaytogiveimmediatedirectionfortheimprovementoflearningstateandlearningmethodofthestudentsanditisalsoencouragementforthestudenttomakeefforttolearnwellonandon.
Atthelastpartofthethesis,theauthorpointsoutthedisadvantageofthethesis.Theresearchonautonomouslearningstillneedstocontinuetoexploreandtheauthorhopesthatthestudywillbehelpfulforthefurtherresearches.
Abstract
Englishwritingisacoreskillforitslearners,onwhichtheteachingofforeignlanguageinourcountryhaslaidstressforalongtime.Amongthefourbasicskills,writingisthemostdifficultonetomaster.Foralongperiod,teachingofwritingisrelativelyaweaklinkofthewholeEnglishteachingprocess.Traceittoitssource,thetraditionalteachingapproachmerelyfocusontheteacheranddon'tgivefullplaytothestudents'subjectiveinitiativeandcannotprovidesufficientandusefullanguageinputs,sothattheteachingeffectofEnglishwritingclassisnotsatisfactory.
In1991,basedoncorpus,TimJohnsputforwardanewapproachforESLteachingandlearning,namely,data-drivenlearning.Inrecentyears,therehasbeenanincreasingtrendinapplyingdata-drivenlearningapproachtothefieldofsecondlanguageteachingandresearch.
ButdomesticrelatedresearchesaremostlyrestrictedtothefieldofEnglishvocabularyteachingwhereasrelatedresearchesinthefieldofEnglishwritingareratherlimited.
Therefore,thepresentresearchisexpectedtofillintheblankinthisfield.Thepurposeofthisresearchistocombinedata-drivenlearningwiththetraditionalteachingapproachinEnglishwritingclasssoastoimprovethestudents'writingabilitiesaswellasthequalityofEnglishwritingclassandmeanwhilehopestoprovidesomeenlightenmentforthefurtherresearchesofEnglishwritingteachinginseniorhighschool.
ThispaperbasedonConstructivismandInputTheory,adoptstheexperimentalmethodandcombinesquantitativeanalysiswithqualitativeanalysis,usesquestionnaire,pre-testpaper,post-testpaperandface-to-faceinterviewasresearchtoolsandtakes102seniortwostudentsofDalianNo.20seniorhighschoolassubject,inordertostudythefeasibilityofapplyingDDLapproachinseniorhighschool'sEnglishwritingclass.Itisdesignedtoanswerthefollowingthreequestions:1）CanDDLapproachraisethelearners'interestsinEnglishwritingandcultivatetheirautonomouslearningabilities?2）CanDDLapproachhelplearnersimprovetheirabilitiesofEnglishwriting?3）WhatarethelimitationsofDDLapproachwhenitisappliedtoSeniorHighSchool'sEnglishwritingclass?Andhowtoimproveit.
Theexperimentresultsclearlyshowthatdata-drivenlearningapproachcanimprovethestudents'Englishwritingabilitiesaswellasstimulatetheirlearninginterests,cultivatestheirautonomouslearningabilities.Inaddition,itshouldbepointedoutthatdata-drivenlearningapproachisawholenewwayofforeignlanguageteachingandlearning,therearesomelimitationsweshouldnotignore,suchasthedifficultlevelofcorpusmaterial,requirementsforcomputerequipmentsandcomputerability.ItissuggestedthatteachersshouldselectthepropermaterialsfromthecorpusaccordingtotheteachingaimsanddesigntheteachingcontentscarefullysoastomakebetteruseofthisapproachandimprovetheteachingqualityofEnglishwritingclasseffectively.
Abstract
Astheglobaleconomicintegrationisincreasinglysignificant,theinternationalcirculationofcommoditiesismoreandmorefrequent.Inordertoexpandtheinternationalmarketandintroduceproductsandservicesbettertotargetconsumers,promotethebrandimage,advertisingbecomesoneoftheimportantstrategiesofpromotion.Meanwhile,advertisingtranslationalsoplaysanimportantroleinglobaltradeandmarketcompetition.
BasedonthefunctionalistSkopostheory,thisthesisdiscusseshowtheSkopostheoryguidestoEnglish-Chineseadvertisingtranslation.ThethesisintroducestherelatedresearchstudiesofadvertisingtranslationinChinaandabroad.ThethesisreviewsthebackgroundandthedevelopmentofSkopostheory,anditintroducesthreeprinciplesofSkopostheory,thatistheSkoposrule,thecoherenceruleandfidelityrule.ThethesisintroducesmajorlinguisticfeaturesofEnglishadvertisingonlexical,syntacticandrhetoricalaspect.Thethesisgivesageneralintroductionofadvertisingandadvertisingtranslation,includingdefinition,featuresandessentialcomponentsofadvertising,purposeandassessmentcriteriaofadvertisingtranslation.
ThethesisdemonstratestheSkopostheoryastheguidetheoryfortheEnglish-Chineseadvertisingtranslation.Throughcasestudies,thethesisexplorestheconcretestrategiesoftheEnglish-ChineseadvertisingtranslationundertheguidanceofSkopostheory.
Throughtheaboveanalysisandresearch,thethesisconcludesthatonthebasisoftheSkopostheory,English-Chineseadvertisingtranslationcanbeeffectivelyguided.Atthesametime,thethesisalsopointsouttheshortagesofthestudy.
13888888888
点击咨询 