英语教育硕士论文答辩ppt.ppt
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英语教育硕士论文答辩ppt.ppt
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AnAnalysisandCountermeasuresofChinglishinSeniorHighSchoolEnglishWritingfromthePerspectiveofNegativeTransfer,May,31th,2014,ReasonsforChoosingMyTopic,1.VisittoSISU,2.Personalinterest,1.Introduction,TheOutlineofMyThesis,2.LiteratureReview,3.MethodologyandResearchDesign,4.ResultsandDiscussions,5.Conclusions,Introduction,1.Thebackgroundoftheresearch,2.Thepurposeandsignificanceoftheresearch,
(1)Researchpurpose,(1.1)InvestigatemoreabouttherealcurrentsituationofEnglishteachingandfindoutthedifficultpartofSsEnglishwriting.,(1.2)HelpSsrealizethedifferencesbetweentheWesterncultureandChinesecultureandrecognizesomebadinfluencesoflanguagephenomenaofL1,orChinglish,ontheirEnglishwritingbecauseofthenegativetransfer.,3.Thelayoutofthisthesis,
(2)Researchsignificance,AssistSsinovercomingChinglishintheirwriting,accumulatingidiomaticexpressions,arousingtheirinterestinwritingandstrengtheningtheirconfidencetoimprovetheirwritingproficiency.,LiteratureReview,1.ChinglishandChinaEnglish,
(1)DefinitionofChinglish,
(2)DifferencebetweenChinglishandChinaEnglish,2.Theoreticalframework,
(1)Theinterlanguagetheory,
(2)Thelanguagetransfertheory,(3)Theerroranalysistheory,(4)Thecomparativeanalysistheory,3.OverviewofChinglishandnegativetransfer,
(1)Relatedstudiesabroad,
(2)Relatedstudiesathome,MethodologyandResearchDesign,Q1:
WhatarethemanifestationsofChinglishintheseniorhighstudentsEnglishwriting?
Q2:
WhatarethereasonsforthesemanifestationsofChinglish?
Q3:
WhatkindsofteachingstrategiescantheEnglishteachersadopttotacklethoseproblems?
1.Researchquestions,2.Subjects,Secondyearstudentsofseniorhighschool,3.Researchmethods,
(1)qualitative,
(2)quantitative,4.Researchinstruments,
(1)Writingtest,
(2)Questionnaire,(3)Interview,5.Judgesoftestpapers,TheauthorsmentorteacherandherUSfriends,6.Proceduresofthestudy,Step1Writingpre-test,Step2Teachingstrategies,Step3Writingpost-test,Step4Erroridentification,Step5Questionnaire,Step6Interview,7.ThestrategiesofavoidingChinglishinhighschoolEnglishwriting,
(1)Culturalinfiltration,
(2)Writingpractice,(3)Textualrecitation,Table1Three-monthwritingplan,ResultsandDiscussions,1.Results,
(1)Resultsfromthepre-testandpost-test,Table2Interferenceerrorsofpost-testandpost-testattheleveloflexis,morphology,syntaxanddiscourse,Table3Studentsscoresinthepre-testandpost-test,
(2)Resultfromthequestionnaire,Table4Responsestothequestionnairesonvocabularylearningbehaviorsandwritingstrategies,2.Discussions,
(1)Discussionsonpre-testandpost-test,
(2)DiscussionsonmanifestationsofChinglishfromthewritingtestpapers,Chinglishatthelexicallevel,Chinglishatthemorphologicallevel,Chinglishatthesyntacticlevel,Chinglishatthediscourselevel,(3)Discussionsonquestionnaire,Discussionsonvocabularylearningbehaviors,Discussionsonwritingstrategies,(4)Discussionsoninterview,Chinglishinducedby“spoon-feeding”teachingmethod,ChinglishinducedbyhighschoolEnglishteachersundesirableEnglishliteracy,Conclusions,1.Majorfindings,
(1)Chinglishismost-frequentlydiscoveredstudentsEnglishcompositionsandithasmuchtodowithNegativeTransfer.AndwritingsamplesrevealthatChinglishatthelexicallevelisthemostnoticeableone.,
(2)LearnersvocabularylearningbehaviorsandlackofwritingstrategiesaccountfortheoccurrenceofChinglish.Also,thetraditionalteachingmethodandteachersinadequatelanguagecompetencegivesrisetoChinglish.,(3)ForstudentswithlowerEnglishcompetence,Englishteachersshouldpaymoreattentiontodevelopingtheirbasiclanguageskillstoensurethattheycanwritegrammaticallycorrectessays.,2.Pedagogicalimplications,Suggestionsforteachers,Suggestionsforstudents,3.Limitations,
(1)TheresearchtimeisnotlongenoughandstudentscannotacquireenoughwritingskillsandpracticebecauseofthelimitedEnglishteachingperiodandthedifficultythatposesinimprovingwritingasaproductiveskill.,
(2)Thenumberofthesubjectsisnotlarge,merelyaclassof55students,sotheirwritingmistakescannotrepresentallstudentsandtheexperimentalresultsmaybedeviated.,4.Suggestionsforfurtherstudy,
(1)Gettingmorestudentsinvolvedandthecoverageshouldbeextended.,
(2)Typesandsourcesoftransfererrorsmadebyothergradesinseniorhighschoolcanbeanalyzedanddiscussed.,(3)ThenegativetransferofChinesethatoccursinlistening,speakingandreadingcanbediscussed.,ThankYou!
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