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1.
电子邮件在大学英语写作教学中的作用研究 总被引：1，自引：0，他引：1
电子邮件写作教学是英语写作教学的一种方式。本文采用实证研究的方法,通过教学实验,考察了电子邮件写作教学对学生英语写作水平和非语言能力的影响。结果表明：电子邮件写作教学对提高学生的英语写作水平具有积极作用;电子邮件写作教学有助于培养学生的学习动机、自信心、自主学习能力、跨文化意识等非语言能力。 相似文献
2.
电子邮件——改变传统英语写作的新模式 总被引：1，自引：0，他引：1
Internet的迅速发展和广泛应用给教育带来了新的挑战和机遇。就英语写作教学而言,方便快捷的e-mail电子邮件,为英语写作教学展示了一个新的空间,通过e-mail进行写作从根本上改变了传统的英语写作教学模式。从电子邮件的特点入手,探讨e-mail在英文写作中的优势,并倡导英语教师在写作教学中使用e-mail,能更有效地提高英语写作效率及水平。 相似文献
3.
电子邮件的使用为传统的英语专业写作课程教学带来了革新,它有助于提高学生对这门课程的元认知能力。电子邮件的使用能够改变传统教学中以教师为主、以学生为辅的低效率教学方式,还能将学生转变为课堂活动的参与者,进而提高他们对英语写作的积极的元认知体验。同时,电子邮件能够使教师和学生的互动不再受到地点和时间的限制,学生在整个写作过程中能随时获得正确、及时的元认知知识和元认知监控。 相似文献
4.
《校园英语(教研版)》2016,(1):237-238
能否高效准确的进行英语电子邮件写作及翻译将成为是否能够开展好国际科技合作工作的关键。本文结合笔者工作经验,尝试阐述在国际科技合作工作中使用英语进行电子邮件写作及翻译的策略。 相似文献
5.
2012年9月至12月期间,10名石家庄学院外国语学院大二学生与美国爱荷华州SaintAmbrose高校一年级新生,进行了电子邮件笔友交往。通过电子笔友形式,学生提高了英语写作能力,相对于写作课而言,笔友交流对学生学习英文写作具有明显的优势。通过词汇频率软件分析,进一步证明电子邮件笔友交流有利于学生英文写作的提高。 相似文献
6.
英语写作是一个复杂的思维过程,对认知能力、思维能力、语言能力、组织能力和自我监控能力都有相当高的要求.英语写作是锻炼学生较好利用英语思维的一种必要实践,是进行交流的重要手段.英语写作能帮助提高使用英语的准确性;能扩大使用语言的范围,促进语言灵活使用,能培养逻辑思维及分析问题的能力.尤其对英语学习过程中的阅读、听力、口语有促进作用.因此,英语写作在英语学习中起着重大作用. 相似文献
7.
电子邮件在英语教学中的应用 总被引：1，自引：0，他引：1
商季稳 《黔东南民族师专学报》2000,18(5):71-73
电子邮件是互联网上最常用的工具，研究表明，在英语课中适当地利用电子邮件将会有效地提高教学质量，本文将探讨电子邮件的特点，在写作教学上应用它，以及在英语课上可能的应用，还讨论如何避免电子邮件的缺陷，如何最大限度地利用它以提高学生的应用英语的能力。 相似文献
8.
《第二课堂(小学)》2008,(6):85-86
香港高校采用全英文教学,而香港人多说粤语。课本、老师授课、师生之间发电子邮件等都是使用英语,极其考验学生的阅读能力和表达能力。不过,学校会给新生开设基础英语写作和口语课程,也有很多教学设施帮助新生提高英语水平。下课后,与老师、同学交流,出门购物,所处的就是粤语语境了。济南外国语学校毕业的女生王海天,去年考入香港岭南大学。对 相似文献
9.
E-mail写作：英语写作教学的有利途径 总被引：1，自引：0，他引：1
本文介绍了E-mail英语写作的理论背景,并指出利用电子邮件进行英语写作教学的优越性,提出了在课堂内外利用电子邮件进行英语写作教学的方法和途径。 相似文献
10.
电子邮件的核心价值在于用户利用互联网达到快速便捷地传递信息和沟通的目的。电子邮件在教学中传递作业、分享资讯、同侪讨论、合作学习、便于师生与家长沟通等功能已为越来越多的教育工作者所认同。这为大学英语教学突破传统的"教师灌输——学生被动接受"模式、充分利用网络信息技术促进英语教学改革提供了新的思路。以兰州交通大学非外语专业的大一新生英语写作教学为例,对实验组和对照组分别采取跨文化电子邮件交流和传统纸笔写作教学方式实施对比教学研究,结果显示:跨文化电子邮件交流显著提高了学生的写作水平,尤其是写作的流利性和准确性;也增强了学生的内在学习动机。教师在跨文化电子邮件交流之前应进行精心策划,交流过程持续的时间不宜太短,应及时发现学生在交流过程中出现的问题,扮演好监督者的角色。 相似文献
11.
洪丹 《宁波教育学院学报》2010,12(2):55-58,79
英汉语言的结构不同,给中国英语学习者的写作带来了负面影响。根据迁移理论,通过从五个方面对英汉两种语言在语法层面上的异同进行比较,探讨中国学生在英语写作中由于受母语干扰而容易产生的典型语法错误,希望对改进英语写作教学有所启示。 相似文献
12.
《Assessing Writing》2008,13(2):130-149
The present study interviewed 16 international students (13 from Mainland China and 3 from Taiwan) in a Canadian university to explore their perceptions and experiences of two standardized English writing tests: the TWE (Test of Written English) and the essay task in LPI (English Language Proficiency Index). In Western Canada, TWE is used as an entrance test for international students who speak English as a second/foreign language (ESL/EFL) whereas LPI is required, in many post-secondary institutions, for all incoming ESL/EFL students and some native-English-speaking students whose final English mark from high school is below a certain level. As international students, all participants in the study passed TWE but many took LPI repeatedly before passing it. At the time of the interviews, five still had not passed LPI. Relevant findings illustrate that many participants passed TWE by relying on memorization of writing samples whereas they failed LPI because they lacked skills in constructing their own texts. The participants’ complaints about culturally biased essay prompts in LPI and a lack of understanding of what is expected of LPI also raise questions about the validity of the test from the students’ perspectives. The study generates pedagogical implications for standardized writing tests involving ESL undergraduates from various cultural backgrounds. 相似文献
13.
Danling Fu with Renee Houser Amy Huang 《Changing English: An International Journal of English Teaching》2007,14(3):325-342
This article presents a teacher‐research project on collaboration between an English as a Second Language (ESL) teacher and a fourth‐grade classroom teacher to enhance the literacy development of English language learners (ELLs). It illustrates how two teachers worked closely in helping their ELL students develop their writing skills and the benefits both the students and teachers gained from this collaboration. 相似文献
14.
《International Journal of Educational Research》2006,45(6):325-340
For Malaysian adolescents, writing in English covers various forms and serves a range of purposes. Outside the formal school context, students engage in more personalized forms of writing. This paper examines one such form, namely, the writing of short messages, using a sociocultural perspective of literacy as a social discursive practice that implicates identity construction. This paper draws on a larger qualitative study which looked at school and personal writing by a class of Form 4 (Year 10) students in an urban school in Malaysia. Data were taken mainly from student interviews and students’ written products during six months of fieldwork. Findings from the study showed students’ informal writing involved new hybrid forms of English and included the use of a mixture of short forms, “Penang English” and Net English. This study has implications for the English literacy education of Malaysian high school students learning ESL while immersed in a contemporary digital and Internet culture. 相似文献
15.
《Assessing Writing》2008,13(3):201-218
Using generalizability theory, this study examined both the rating variability and reliability of ESL students’ writing in the provincial English examinations in Canada. Three years’ data were used in order to complete the analyses and examine the stability of the results. The major research question that guided this study was: Are there any differences between the rating variability and reliability of the writing scores assigned to ESL students and to Native English (NE) students in the writing components of the provincial examinations across three years? A series of generalizability studies and decision studies was conducted. Results showed that differences in score variation did exist between ESL and NE students when adjudicated scores were used. First, there was a large effect for both language group and person within language-by-task interaction. Second, the unwanted residual variance component was significantly larger for ESL students than for NE students in all three years. Finally, the desired variance associated with the object of measurement was significantly smaller for ESL students than for NE students in one year. Consequently, the observed generalizability coefficient for ESL students was significantly lower than that for NE students in that year. These findings raise a potential question about the fairness of the writing scores assigned to ESL students. 相似文献
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17.
Jinyan Huang 《Assessing Writing》2012,17(3):123-139
Using generalizability (G-) theory, this study examined the accuracy and validity of the writing scores assigned to secondary school ESL students in the provincial English examinations in Canada. The major research question that guided this study was: Are there any differences between the accuracy and construct validity of the analytic scores assigned to ESL students and to NE students for the provincial English writing examination across three years? A series of G-studies and decision (D-) studies for three years were conducted to examine accuracy and validity issues. Results showed that differences in score accuracy did exist between ESL and NE students when initial (pre-adjudication) scores were used. The observed G-coefficients for ESL students were significantly lower than those for NE students in all three years, indicating that there were less accuracy and increased errors associated with the writing scores assigned to ESL students. Further, there were significantly less convergent validity in one year and less discriminant validity in all three years of the writing scores assigned to ESL students than to NE students. These findings raise a potential question about the presence of bias in the assessment of ESL students’ writing if initial scores were used. 相似文献
18.
许文虎 《柳州职业技术学院学报》2012,12(2):70-73
EFL学习者在学术写作中还面临着诸多问题,突出表现在写作文体非正式性、过分强调写作＂成品＂性自主性动机匮乏上。在此情况下,实施以＂过程写作法＂为中心的学术写作教学势在必行。＂过程写作法＂大致包括六个写作阶段,其反馈方式主要有三种（教师编辑、同伴编辑及自我编辑）。正确实施运用＂过程写作法＂可以提高EFL学习者的英语学术写作能力。 相似文献
19.
Sarah J. Shin 《Teachers and Teaching》2013,19(3):325-345
Structured reflection on practical teaching experiences may help pre‐service teachers to integrate their learning and analyze their actions to become more effective learners and teachers. This study reports on 12 pre‐service English as a second language (ESL) teachers’ individual tutoring of learners of English language writing. The data of the study are the writing journal entries that the pre‐service ESL teachers maintained during their tutoring experience. These journals had common elements: all were used by the pre‐service teachers to consider what funds of knowledge they bring to their teaching of ESL learners, to evaluate their roles as writers, learners and teachers and to reflect on the educational, social and cultural implications of teaching writing in English to speakers of other languages. This article describes ways in which both native and non‐native English speaking pre‐service teachers adapted their instruction to meet the particular needs of individual ESL writers and what they learned in the process. It provides insight regarding the value of using tutoring and reflection generally in teacher education and specifically in the preparation of teachers of ESL. 相似文献
20.
为了探讨英汉思维差异对二语写作中语篇构建的影响,对非英语专业大学生的139篇英语作文样本的语篇特征进行了分析。其结果表明:汉语的螺旋型思维、感悟型思维和一分为二型思维对二语写作的语篇构建产生了干扰作用,表现为:篇首不切题,段落内容与主题不一致,句与句之间缺乏连贯性,观点不明确等。 相似文献