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ESA教學模式在高中英語閱讀教學中的應用研究

  • 發布日期:2018-08-29
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本文是一篇碩士英語論文,英語論文的寫作,主要用于參加國際學術研討會,促進中外學術文化交流;在國際學術刊物上發表,在國際上共享科研成果,英語論文也是達到學術交流的目的。(以上內容來自百度百科)今天為大家推薦一篇碩士英語論文,供大家參考。
 
Chapter 1 Introduction
 
In this chapter, the background and significance of this study are introduced. And thestructure of the whole thesis is presented as well.
 
1.1 Background of the Research
Reading is the most basic way for people to acquire information, study or entertain,and also the main input way of language learning. Therefore, the reading teaching in thegeneral high school English teaching has always been in an important position. EnglishCurriculum Standards for Senior High Schools (2017) points out students should havecomprehensive reading ability, including discourse comprehension ability and the ability todecode language.With the advancement of education and the improvement of students’ quality, thecurrent daily teaching of English reading in senior high school is still the continuation ofthe traditional teaching model, such as reciting and cramming. Under the pressure ofNational Higher Education Entrance Examination, the normal high school still placeemphasis on knowledge by doing exercises and mechanical training, so the Englishlearning process is monotonous, tedious and stylized, and the students can not integrate theability of acquiring and processing information with language knowledge and languageskills. The goal of English reading teaching is that students can learn language knowledgethrough reading, understand reading text information, and more importantly, learn to read,that is, to master the strategies and skills of reading.
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1.2 Significance of Research
 
1.2.1 Theoretical Significance
As a new teaching method, the ESA teaching model pays more attention to cultivatingthe ability of independent learning of the students’, emphasizes the students’ activeparticipation and practical experience, and guides the students to think and constructknowledge actively, to arouse students’ desire for expression and to improve theirautonomy and self-confidence.This thesis summarizes the definition, characteristics and three combinations of ESAteaching model, which provides theoretical basis for the application of ESA teachingtheory for English teaching in senior high school.Therefore, this thesis has reference value in theory. And it makes an empirical studyon the application of ESA teaching model in senior high school English reading teaching.The conducting of ESA teaching requires teachers to provide interesting and challengingreading contents and encourages students to explore more useful information, so that students could discuss in a relaxed and free atmosphere. And this thesis will further studythe application of ESA teaching model in senior English reading. Therefore, this thesis hasmore application value.
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Chapter 2 Literature Review
 
The literature review will be presented in this chapter, which includes the introductionof ESA teaching model, the review of ESA teaching model abroad and at home, as well asthe theoretical basis.
 
2.1 Definitions of ESATeaching Model
The concept of Teaching Model can be defined as the stable structure frame and theactivity program which is established under the guidance of certain teaching thinking andteaching theory. Joyce and Veil pointed out that teaching model is a form of curriculumand homework, and the choice of teaching materials aims at reminding teachers of theactivities of a paradigm or plan.ZhuChun (1994) point that reading is a complex psychological process ofunderstanding, absorption and use of the target. Hu Chundong (1998) proposed thatreading is a process of dealing with signs and obtaining information. Reading teachingmeans the process that the reader is guided by the reading material under the guidance ofthe teacher incorporating it into one’s existing knowledge system by understanding thecontent. There are six principles behind the teaching of reading that were proposed byHarmer (2000):Principle 1: Reading is not a passive skill.Principle 2: Students need to be engaged with what they are reading.Principle 3: Students should be encouraged to respond to the content of a reading text, notjust to the language.Principle 4: Prediction is a major factor in reading.Principle 5: Match the task to the topic.
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2.2 Review of ESATeaching ModelAbroad and at Home
In 1998, the internationally renowned English teaching expert Jeremy Hammer firstproposed the ESA teaching model in his work How To Teach English. In this theoreticalmodel, Hammer put forward three basic elements of classroom language teaching, they are:Engage, Study, and Activate. No matter what the teaching content are, the three elements inare indispensable. At the same time, Hammer introduced the sequential transformation andflexible use of different combinations of the three basic elements to form three differenttypes of teaching model, they are: Straight Arrows Sequence, Boomerang Sequence andPatchwork Sequence.In this work, Hammer elaborated the methods of English teaching in detail, which hadbeen already mastered by native English teachers. Therefore, there is no need to spend timeand energy on the English-speaking people in English teaching in-depth, so there was notmuch relevant study on ESAteaching model aboard.In 2001, Professor Brock Brandy, presented the tentative teaching model - HourglassModel in the American College English Second Language teaching project (AU TESOLProgram). Based on ESA teaching theory and inspired by the shape of the hourglass, thehourglass pattern can be divided into the sequences of Language Presentation, HighlightingPhase and Practice Activities. In the sequence of Language Presentation, to arouse theinterest of the students’, teachers could choose authentic and interesting language materials,such as dialogues, reading, listening practice, games, etc. In the Highlighting Phase, thesub-phases are Discovery Phase and the explanation/modeling Phase. While during thePractice Stage, the three sub-phases are Controlled Activities, which focus on languageform and language accuracy, the Semi-controlled Activities, which emphasizes thelanguage meaning and real context practice. And the Free / Communicative activities,which focuses on the communication and communication of information in thecommunicative activities. The Hourglass Model enriches the three sequences of the ESAteaching model, and provides a practical and feasible model for the ESA teaching model(2010: 72-76).
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Chapter 3 Research Design.......23
3.1Analysis Before Experiment..........23
3.2 Specific Teaching Cases in Experimental Class........24
3.3 Research Questions..........32
3.4 Research Subjects.....33
3.5 Research Methods.....34
3.6 Experiment Procedures...........35
3.7 Data Collection.........37
Chapter 4 DataAnalysis and Discussion........39
4.1Analysis of the Results of Questionnaires.......... 39
4.2Analysis of the Pre-test and Post-test Results.....42
4.3 Summary.....50
Chapter 5 Conclusion.........51
5.1 Major Findings..........51
5.2 Limitations of the Research...........52
5.3 Suggestions and Prospect of Follow-up Related research.......53
 
Chapter 4 Data Analysis and Discussion
 
In order to verify the hypothesis, the author processed the original data ofquestionnaire and tests by software SPSS.19.0 and the mean value was statistically inferredby T test. The analysis of data is shown as followed:
 
4.1Analysis of the Results of Questionnaires
After analyzing and comparing the results of questionnaires of pre-experiment andpost-experiment of the two classes, the results were drawn as followed:After normality l detection, the pretest questionnaire, for the experimental class, sig(Bilateral) = 0.200 > 0.05, and for the controlled class P = 0.185 > 0.05, which showednormal distribution, are normal distribution, so the Independent Sample T test can be usedin the comparison between the two groups.After the normality test, in the experimental class, sig(Bilateral) = 0.200 > 0.05, andin the controlled class sig(Bilateral) = 0.200 > 0.05, which showed normal distribution,sothe Independent Sample T test can be used in the comparison between the two groups.As can be seen from Table One, the proportion of pre-questionnaire scores in theexperimental class and the controlled class are not significantly different among thevarious scores, which indicated that students in the two classes had similar autonomouslearning abilities.
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Conclusion
 
Through the research on the theory and application of ESA teaching, the author foundthat ESA teaching model shows certain teaching effect on the cultivation of creative abilityand the promotion of students’ learning initiative of the students’, which proved to befeasible in practice and to have achieved the expected experimental aim and experimentaleffect. Therefore, it is of great importance to apply the teaching model of ESA to improvethe quality of classroom teaching. It will be beneficial to improve the enthusiasm andinitiative of the students’ in English reading, to give full play to students’ subjectivity, andto develop students’creative ability and improve their comprehensive quality.The ESA teaching model is a new way of learning, because of the characteristics ofprocess, practicality and innovation, it meets the requirement of the main trend of currentteaching reform.According to questions in chapter 3 and data from the experiment, two conclusionscould be drawn:1) The application of ESA teaching model could cultivate students’ interest in readingEnglish and improve the enthusiasm of students to participate in the reading class.2) The application of ESA teaching model can help students to understand the contentsand structures of the teaching material and improve English reading ability of the studentsbetter.
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