學(xué)術(shù)論文英文摘要模板

1、學(xué)術(shù)論文英文摘要模板AbstractSince Dewey developed the concept of“critical thinking”,manyscholarsabroadhavecarriedoutaseriesofstudiesaboutimprovingstudents'criticalthinkingskillsineducationfield. In the 1980s,critical thinking became the target of highereducationprogramsinsuchforeigncountriesas theUS andCa

2、nada. It has gained its widespreadattention in China only inrecentyears.Butthereareonlyfewstudiesaboutitineducationfield.OurtraditionalEnglishteachingmethodpaysmuchattentiontothetrainingofstudents'linguisticknowledgeandlanguageskillsbutignoresthecultivationofstudents'criticalthinkingabilitie

3、s.Intheprocessofskillpractice,teachersoftenstress theimportanceofmemorizingvocabulary and imitating skillsrigidly,but neglect the students'abilities in analyzing problems and putting forwardinnovativesolutions.Therefore,Englishwritingteachingisaffectedbythis andmerelyattaches emphasistotrainstud

4、ents'readingandwritingskills.Therearefewstudieswhichaimatsystematicallycultivatingstudents'analysis,synthesis,summary,comparisonandreasoningskillswhiletheyarewriting.Therefore,thisstudyaimsatdesigningsomewritingstasksandteachingstrategieswhichcanbeusedtofostercollegestudents'criticalthin

5、kingawarenessandpromote students' all-rounddevelopment.Accordingtosixcriticalthinkingskills,thisstudywascarried out by requiringstudents to hand in an argumentation.All participantsinthisstudyarenon-Englishmajorcollegefreshmenfroma211keyuniversity.TherevisedversionofRubric forQualitativeCritical

6、 ThinkingSkills Instrumentwasusedinthisstudy.Withquantitativeandqualitativeanalysis,writingexperimentisconductedwithinawholesemestertocollectdataconcerningstudents'learningbehavior. Reading-to-write isused in experimental class whiletraditionalmethodisadoptedincontrolclass.Thewritingscores by th

7、e experimental and control class were statisticallyprocessed bysoftware SPSS 19.0. Andalso theinterviewwaslaunchedinsomeof studentsinexperimentalclasstoassessstudents'criticalthinkingabilitiesreflectedintheirwritings-ThefinalanalysisindicatedthatEGAPwritingmodelexertedasignificantlypositiveinflu

8、enceinimprovingstudents' critical thinking skills, especially in arousingstudents'writing enthusiasm and critical thinking awareness. Comparedwithcontrolclass,studentsinexperimentalclassmadebigprogressinwriting competence. Inaddition,thisstudyputforwardsomereformproposalstotheteachingofEngli

9、shwriting. The study is of great value to instruct studentsto employ critical thinkingskills in their writing.AbstractAlargebodyofresearchhasbeenconductedontheeffectsoftechnology-enhancedEnglishvocabularylearningsincethe1960s(Marty,1981) 。 However,noconsensushasbeenreached yet(Choo, Lin,& Pandia

10、n,2012;Mohsen&Balakumarohsen, 2011)。Despitethefactthatsomenarrativereviewshaveevaluated and explored thesecontradictory results, this studyaimsatquantifyingtheoveralleffectivenessoftechnology-enhancedEnglishvocabularylearningwithadifferentapproachtoreview:meta-analysisandperformingin-depth moder

11、ator analyses of learning method and testtypefurther.Totally, twenty effect sizes from thirteen pieces of primaryresearchare obtainedaftercollectingrelatedliteraturepublished or unpublished in recent ten years via fourchannelsand selectingthroughthreefilters.Later,alltheprimaryresearchiscodedanddata

12、 arecomputedinrandom-effectsmodel with software ComprehensiveMeta-Analysis.Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 1.26,witha 95%confidentialintervalof0.86,1.66) 。 (2)Learningmethods(int

13、entionallearning,incidentallearning,andintegratedlearning) have impacts on the overall effectiveness.Heterogeneityexistsin thethreelearningmethods(g =9.22,p=0,01 < 0.05) ，Effectivenessofintentionallearning,incidentallearningandintegratedlearningis=0.61,g 二2.14, g = 0.98 respectively.Incidentallea

14、rningundertechnology-enhancedenvironmentyieldsthelargesteffectivenessonEnglishvocabularylearning.(3)Testtypes(recognitiontests,recalltests,recognition+recalltests) alsohave impacts on theoverall effectiveness. The three test typesare heterogeneousas well Q=17.04,p=0.000< 0.05) 。Recognitiontests,r

15、ecalltests,andrecognition+recalltestshaveeffectsizesof3.59,0.71and0.37respectively.Technology-enhancedEnglishvocabularylearningachievesthe largest effectiveness in recognition tests.AbstractThepresentstudy,whichisbasedontheCompetingValuesFramework(i.e.CVF:a frameworktoidentifytheorganizationaleffect

16、ivenessandtodefineorganizationalculture)， aims to investigate English teachers,teachingmotivationatuniversities,theirperceptionoftheorganizationalcultureinthetargetuniversity,theirprofessionalaspirationand how they affect each other. Theresearch questions to be addressed are asfollows: (1) How dothe

17、Englishteachersperceivetheorganizationalcultureattheirworkplace? (2) How much effort will the teachers pay fortheir professionalengagement and aspiration? (3) What kindsofmotivationdo theEnglish teachers inthetargetuniversityappearto have?(4)Howwilltheorganizationalcultureandtheprevious experience a

18、ffect teachers' motivation?This study employed four different questionnaires as theresearchinstruments,includingonedemographicquestionnaireandthreeresearchquestionnaires,i.e.thedemographicquestionnaire,theOrganizationalCultureAssessmentInstrument(i.e.theOCAI)(Cameron& Quinn,1999) ，the Profes

19、sional Engagement and CareerDevelopmentAspiration-scale(i.e. thePECDA-scale)(Watt&Richardson,2008b) ， andtheWork TasksMotivationScaleforTeachersTeaching (i.e. the WTMST) (Fernet et al.,2008)，to investigatetheabovementionedresearch questions.Thewholeinvestigationtook roughly 12 weeks and involved

20、 three stages:the preparation stage,the pilot study,and the main study.The findings of the present study show that most of theteachersareintrinsicallymotivatedand withidentifiedregulation influenced by the performance culture and theclanculturewhicharethedominantculture typesof thetargetresearch sit

21、e. Results alsoindicate that the overseas experienceand length of teaching experience affect teachers'perceptionof tixe organizational culture and motivation. The participantswho haveoverseas experience tend to be more with the senseofprofessionalism,moreintrinsicallymotivatedandbemoreconfident

22、with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to th

23、e highly engaged persisters,and the male teachers expect to be theleadership.AbstractOwing to the economic, social and academic needs as wellas theadvantagesofEGAP(GeneralAcademicPurposeinChineseCollegeEnglish)itself,thereexist這 greatdealofnecessity and feasibility for applying English for EGAP clas

24、s.It isourunderstandingthatwritingplaysanextremelyimportantrolein thecourseofEGAPandgenreisaquiteinfluentialfactorinimprovingstudents5writingcompetency.However,theinvestigationofstudents'currentwritingsituationshowsthatbeingdeeplyinfluencedbytraditionalwritingteachingmethodswhichemphasizegrammar

25、and vocabulary;thestudentshavelittleknowledgeabout genre approach theoretically or systematically and lackthe awareness ofgenre. Because of this,it becomes necessaryto put forward an English writing teachingapproach which iseffective as well as applicable to the situation in China so as toenhancethe

26、ir writing competence.This paperfirstlygivesabriefintroductiontothedevelopingtrendofEGAPbydiscussingitsnecessityandapplicabilityin Chinaand themainviewsoftwoschoolsofgenretheory,thetiieoreticalfoundationandgenre-basedapproaches of three main schools of genrestudy and practice.Andalso,theircharacteri

27、sticsarecomparedandtheadaptability inChinese College EGAP class is analyzed, basedon which it puts forward a modifiedGenre-based approach inEGAP writing class in order to enhance students' genre awarenessand improve their writing skills.To achieve this, two non-English major classes of freshmeni

28、n East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the

29、 same subject at the beginning and the end of thesemester and thecomparison and contrast between the experimental class and controlled class have also beenmade.Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. The

30、refore, emphasis has not only beenput on the overall changes,but also on the individual differences.There are three hypotheses:1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness ”really improve students'writing ability in EGAP? If the students can get overa

31、llimprovement, is there any difference in gender and thestudentswithdiverselearningaptitudesbecauseoftheindividual difference? If some students fail to improve, what'sthepossible reason behind it? 3. Will Chinese students acceptand adapt to Genre-basedApproach?Three sets of data from six writing

32、 assignments, writing infinal-termexaminationandquestionnairesarecollectedandanalyzedwith the help of the softwareSPSS19.0.Andthestudyindicatesthat:(1)Genre-basedapproachhas asignificanteffectinsensitizingstudents'genreawareness,improvingholisticwritingcompetence;(2)duringthewholeexperimentalpro

33、cess, girls have a stable superiority over boys,however,boys'improvementfluctuationiscomparativelyobvious; (3) students of medium efficiency have the greatestpotentialtomakebigimprovement;(4)Unavoidably,inthisresearchtherearesomestudentswhofailtogainimprovement in terms of writing ability or get

34、 changed intermsofwritingnotions,andthroughanalysisithasbeenfoundthatthemainobjectivereasonsare:the difficultyofwriting itself,the differences of culture and ways of thinkingbetweeneast andwest,thelimitedteachingperiod,etc.;andsubjective reasons mainly come from: the limitedcompetenceof students the

35、mselves, the lack of interest in English writing,etc(5) aoverwhelming majority of students are liable to acceptthisapproachandabletoadapttoitprettywell,yetacceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, andmore specific feedback

36、 will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.AbstractIncollegeEnglishlistening&speakingclassrooms,languagea

37、ndothersemioticsystemscooperatetogethertohelpstudentsconstructmeaning.Itcanbereflected inthedesign of textbooks and the use of audios, videos and images,etc. Thus, in thisthesis, the theoretical foundation is the theoryof multimodal discourse analysis (MDA)derived from SystemicFunctionalLinguisticsa

38、nd SocialSemiotics.TheessenceofMDAisthatothersemioticresourcessuchas: images,audios,etc.areasimportantaslanguageinthemeaning-makingsystem.VisualGrammar,AcousticalGrammar andthe integrated frameworks of MDA are the mainanalysis approaches in this thesis.Meanwhile,the resultsof the teachinginvestigati

39、on andtheMDAfor textbooksarethepracticalfoundationforthemultimodalteachingdesign,providingfeasibleandeffectivesuggestions in this thesis. According to the results, it can beconcludedthatstudentshavemoreor lessrealizedmultimodalityinthiscourseand arguethatmultimodalityshouldbeusedinmoderation;multimo

40、dalclassroomactivities, socialcontent, etc. should be brought into the class;teachers shouldremindstudentstopayattentiontoimages,fonts change and other multimodal factors in textbooks.Therefore,whenconductingthemultimodalteachingdesign,attentionshouldbepaidto:(1)Modalitiesinfluenceeach otherwithclea

41、rprioritiesinthiscourse.(2)Wordsmodality and acoustical modality are the primary modalities,whileothermodalitiesare justusedastoolstoprovidesupplementary information and to improveteaching efficiency.(3)Thechosenmodalitiesshouldprovidesupplementaryinformationtomakethelearningmaterialmore easily unde

42、rstood and help studentsconcentrate. Then,on the basis of theaboveprinciplesandthewriter'steachingexperience,asampleteachingdesignhasbeenworkedout,thenits'feasibilityandeffectivenesshavebeenverified by an empirical study with the method of interview.AbstractDegree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners