英语教育硕士论文答辩ppt.ppt
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AnAnalysisandCountermeasuresofChinglishinSeniorHighSchoolEnglishWritingfromthePerspectiveofNegativeTransferMay,31th,2014ReasonsforChoosingMyTopic1.VisittoSISU2.Personalinterest1.IntroductionTheOutlineofMyThesis2.LiteratureReview3.MethodologyandResearchDesign4.ResultsandDiscussions5.ConclusionsIntroduction1.Thebackgroundoftheresearch2.Thepurposeandsignificanceoftheresearch
(1)Researchpurpose(1.1)InvestigatemoreabouttherealcurrentsituationofEnglishteachingandfindoutthedifficultpartofSsEnglishwriting.(1.2)HelpSsrealizethedifferencesbetweentheWesterncultureandChinesecultureandrecognizesomebadinfluencesoflanguagephenomenaofL1,orChinglish,ontheirEnglishwritingbecauseofthenegativetransfer.3.Thelayoutofthisthesis
(2)ResearchsignificanceAssistSsinovercomingChinglishintheirwriting,accumulatingidiomaticexpressions,arousingtheirinterestinwritingandstrengtheningtheirconfidencetoimprovetheirwritingproficiency.LiteratureReview1.ChinglishandChinaEnglish
(1)DefinitionofChinglish
(2)DifferencebetweenChinglishandChinaEnglish2.Theoreticalframework
(1)Theinterlanguagetheory
(2)Thelanguagetransfertheory(3)Theerroranalysistheory(4)Thecomparativeanalysistheory3.OverviewofChinglishandnegativetransfer
(1)Relatedstudiesabroad
(2)RelatedstudiesathomeMethodologyandResearchDesignQ1:
WhatarethemanifestationsofChinglishintheseniorhighstudentsEnglishwriting?
Q2:
WhatarethereasonsforthesemanifestationsofChinglish?
Q3:
WhatkindsofteachingstrategiescantheEnglishteachersadopttotacklethoseproblems?
1.Researchquestions2.SubjectsSecondyearstudentsofseniorhighschool3.Researchmethods
(1)qualitative
(2)quantitative4.Researchinstruments
(1)Writingtest
(2)Questionnaire(3)Interview5.JudgesoftestpapersTheauthorsmentorteacherandherUSfriends6.ProceduresofthestudyStep1Writingpre-testStep2TeachingstrategiesStep3Writingpost-testStep4ErroridentificationStep5QuestionnaireStep6Interview7.ThestrategiesofavoidingChinglishinhighschoolEnglishwriting
(1)Culturalinfiltration
(2)Writingpractice(3)TextualrecitationTable1Three-monthwritingplanResultsandDiscussions1.Results
(1)Resultsfromthepre-testandpost-testTable2Interferenceerrorsofpost-testandpost-testattheleveloflexis,morphology,syntaxanddiscourseTable3Studentsscoresinthepre-testandpost-test
(2)ResultfromthequestionnaireTable4Responsestothequestionnairesonvocabularylearningbehaviorsandwritingstrategies2.Discussions
(1)Discussionsonpre-testandpost-test
(2)DiscussionsonmanifestationsofChinglishfromthewritingtestpapersChinglishatthelexicallevelChinglishatthemorphologicallevelChinglishatthesyntacticlevelChinglishatthediscourselevel(3)DiscussionsonquestionnaireDiscussionsonvocabularylearningbehaviorsDiscussionsonwritingstrategies(4)DiscussionsoninterviewChinglishinducedby“spoon-feeding”teachingmethodChinglishinducedbyhighschoolEnglishteachersundesirableEnglishliteracyConclusions1.Majorfindings
(1)Chinglishismost-frequentlydiscoveredstudentsEnglishcompositionsandithasmuchtodowithNegativeTransfer.AndwritingsamplesrevealthatChinglishatthelexicallevelisthemostnoticeableone.
(2)LearnersvocabularylearningbehaviorsandlackofwritingstrategiesaccountfortheoccurrenceofChinglish.Also,thetraditionalteachingmethodandteachersinadequatelanguagecompetencegivesrisetoChinglish.(3)ForstudentswithlowerEnglishcompetence,Englishteachersshouldpaymoreattentiontodevelopingtheirbasiclanguageskillstoensurethattheycanwritegrammaticallycorrectessays.2.PedagogicalimplicationsSuggestionsforteachersSuggestionsforstudents3.Limitations
(1)TheresearchtimeisnotlongenoughandstudentscannotacquireenoughwritingskillsandpracticebecauseofthelimitedEnglishteachingperiodandthedifficultythatposesinimprovingwritingasaproductiveskill.
(2)Thenumberofthesubjectsisnotlarge,merelyaclassof55students,sotheirwritingmistakescannotrepresentallstudentsandtheexperimentalresultsmaybedeviated.4.Suggestionsforfurtherstudy
(1)Gettingmorestudentsinvolvedandthecoverageshouldbeextended.
(2)Typesandsourcesoftransfererrorsmadebyothergradesinseniorhighschoolcanbeanalyzedanddiscussed.(3)ThenegativetransferofChinesethatoccursinlistening,speakingandreadingcanbediscussed.