• 20年专注海外留学生essay代写

  • 50000+留学生essay代写首选品牌

  • 正规教育机构教你怎么写essay范文

Essay写作网,专业正规的essay辅导代写机构,【专注essay代写辅导20年】,轻松搞定您的EssayReportPaperAssignment作业,并提供英国、美国、加拿大、澳大利亚等区域各类英文报告、实验报告、商业报告等定制写作服务,100%原创保障,免费Turnitin检测,为你的海外留学之路保驾护航!!

Who We Are

Enjoy your study life

Essay写作网是海外留学生作业代写【正规服务机构】,拥有500余名专业的英文写手,服务于全球数百所高校和70余专业领域,提供专业的留学生essay作业代写英文report代写英文assignment代写服务。专业高效、24小时一对一跟踪服务、12小时内解决所有售后问题、企业级客服QQ支持,免费turnitin检测服务,安全又省心。

Essay写作网正规留学生作业代写服务机构
ALICE加州大学地理系博士

ALICE

美国加州大学洛杉矶分校地理系博士 硕士

Helen英国剑桥大学会计硕士

Helen

英国剑桥大学会计硕士 利物浦大学经济学学士

Joseph剑桥大学荣誉学士

Joseph

剑桥大学荣誉学士&硕士 计算机科学导师

Yvette宾夕法尼亚州立大学博士

Yvette

宾夕法尼亚州立大学-机械工程-博士

>Mabel牛津大学金融数学硕士

Mabel

牛津大学金融数学硕士 从事课外辅导行业七年

Our Services

Essay辅导代写服务

Essay范文辅导代写

Essay辅导代写服务,5000+专业essay老师在线服务,提供包括essay代写、essay辅导、代写essay、essay写作等服务

report代写/报告代写

paper代写润色辅导

强大的paper写手团队,为10000名留学生提供paper代写、代写paper、paper润色修改服务,安全省心,让你的GPA飞速提升

英文report作业代写/翻译服务

report作业代写辅导

依托自身report代写团队,为留学生提供report作业代写、report范文格式学习、代写report报告作业等report辅导写作服务

Assignment代写修改校对

Assignment代写修改

英语Assignment代写修改润色,Assignment写作辅导,代写Assignment范文,免费Turnitin检测,原创定制,向挂科say byebye!!

Essay写作网致力于为您解决英文essay代写价格、 Report代写、Paper代写、Assignment代写、代写essay多少钱 、网课代修、 英国essay范文格式 等高效、高质量的作业辅导代写服务,稳步提升您的英文论文写作能力,避免挂科,提升毕业率,实现留学生GPA的飞跃提升!

Our Advantage

强大冠军写手团队

强大冠军写手团队

500+专业写作队伍、涉及70余专业学科,专业精准匹配,团队成员均为业内精英,针对性强,帮您轻松过关

100%专业匹配

100%专业匹配

100%专业高度匹配原则,您的委托都交给相关专业人士更有保障。我们宁缺毋滥,助您轻松得高分

1V1专席客服

1V1专席客服

1V1企业级专席客服支持,售后无忧。您可以实时沟通意见或建议,这一切轻松而省心,进度随时可查!

担保交易支持

担保交易支持

业内首家支持支付宝担保交易、天猫店铺在线下单,可以分期付款,您的委托任务完全没有后顾之忧

100%提升保障

100%提升保障

essay代写、 report代写、网课代修均支持100%Pass保障、不用花更多心思、即可助您稳步提升GPA获得好成绩

免费售后支持

免费售后支持

长达14天的免费售后支持,完美售后,轻松解决留学生在essay写作、report写作、paper写作中的各类问题

免费Turnitin检测

免费Turnitin检测

快速高质量的代写润色,100%原创写作,免费为每位客户提供Turnitin的OriginalityCheck®检测报告

100%准时完成

100%准时完成

专业流程化服务,下单即安排专业对口写手对接沟通,原创定制,确保100%准时完成,无拖延超时赔付

Get in Touch

微信在线咨询

微信在线咨询

添加微信:
支持语音、图文实时沟通

Email实时沟通

Email实时沟通

您也可以通过Email联系我们
邮箱:

自助提交订单

自助提交订单

登陆ESSAY写作官网
在线自助提交订单

Essay写作网专注ESAAY代写辅导20年,提供留学生一对一Tuto辅导,海外留学就业一站式服务平台!专业essay代写辅导【正规网站】,【全球留学生论文代写推荐品牌】,【上万留学生共同信任的权威教育机构】

当前位置: essay代写网 > 教学论文范文 >

时间:2021-04-14 23:18 来源: 代写essay

摘要:[email protected](Fukuoka,Japa......

Helping ESL Students Become Better Readers: Schema Theory Applications and Limitations

Schema theory describes the process by which readers combine their own background knowledge with the information in a text to comprehend that text. All readers carry different schemata (background information) and these are also often culture-specific. This is an important concept in ESL teaching, and prereading tasks are often designed to build or activate the learner's schemata. This paper summarises some of the research into schema theory and its applications to ESL reading. The author also highlights some of the limitations of the use of the schema-theoretic approach and points out the importance both of developing the learner's vocabulary and of encouraging extensive reading.

Introduction

Schema theory is based on the belief that "every act of comprehension involves one's knowledge of the world as well" (Anderson et al. in Carrell and Eisterhold 1983:73). Thus, readers develop a coherent interpretation of text through the interactive process of "combining textual information with the information a reader brings to a text" (Widdowson in Grabe 1988:56). Readers' mental stores are termed 'schemata' (after Bartlett in Cook 1997:86) and are divided (following Carrell 1983a) into two main types: 'content schemata' (background knowledge of the world) and 'formal schemata' (background knowledge of rhetorical structure). Theories on the contribution of schemata to the reading process are discussed in the next section.

Schema-theoretic research highlights reader problems related to absent or alternate (often culture-specific) schemata, as well as non-activation of schemata, and even overuse of background knowledge. Carrell, Devine and Eskey (1988:4) claim that schema theory has provided numerous benefits to ESL teaching and, indeed, most current ESL textbooks attempt schema activation through prereading activities. However, there may be limits to the effectiveness of such activities and there may even have been some over-emphasis of the schema perspective and neglect of other areas (see Eskey 1988:93; McCarthy 1991:168). Consideration is given in the latter part of the paper to the limitations of schema-theoretic applications and to the importance of 'extensive reading'.

Schemata and the Reading Process

In the process of reading, "comprehension of a message entails drawing information from both the message and the internal schemata until sets are reconciled as a single schema or message" (Anderson et al. in Hudson 1982:187). It is also claimed that "the first part of a text activates a schema... which is either confirmed or disconfirmed by what follows" (Wallace 1992:33) but the process begins much earlier than this: "The environment sets up powerful expectations: we are already prepared for certain genres but not for others before we open a newspaper, a scholarly journal or the box containing some machine we have just bought." (Swales 1990:88)

The reading process, therefore, involves identification of genre, formal structure and to//www.fwsir.com/picprehend the text (Swales 1990:89). In this, it is assumed that readers not only possess all the relevant schemata, but also that these schemata actually are activated. Where this is not the case, then some disruption of comprehension may occur. In fact, it is likely that "there will never be a total coincidence of schemas between writer and reader" (Wallace 1992:82) such that coherence is the property of individual readers. The following section describes some of these differences in interpretation.

Schemata and Differences in Comprehension

Differences between writer intention and reader comprehension is most obvious where readers have had different life experiences to the writer's 'model reader'. Readers sometimes also feel that they comprehend a text, but have a different interpretation to the author (see Hudson 1982:187). Humour is particularly vulnerable to misinterpretation as was discovered when a text entitled 'It's a mugger's game in Manhattan' (Greenall and Swan 1986:197-8) was given to advanced L2 readers (Japanese). Although the text appeared humorous to the native-speaker teacher, it was found "scary" and "shocking" by the Japanese students.

As Carrell and Eisterhold (1983:80) point out, "one of the most obvious reasons why a particular content schema may fail to exist for a reader is that the schema is culturally specific and is not part of a particular reader's cultural background." It is thought that readers' cultures can affect everything from the way readers view reading itself, the content and formal schemata they hold, right down to their understanding of individual concepts. Some key concepts may be absent in the schemata of some non-native readers (such as 'lottery' in Carrell and Eisterhold 1983:87) or they may carry alternate interpretations. The concept of 'full moon', for instance, in Europe is linked to schemata that include horror stories and madness, whereas in Japan it activates schemata for beauty and moon-viewing parties (for ordinary people not werewolves!). Some alternates may be attitudinal: 'gun' activates both shared schemata on the nature of guns and culturally distinct attitudinal attachments to those schemata (Wallace 1992:35-6).

For learners reading at the limits of their linguistic abilities, "if the topic... is outside of their experience or base of knowledge, they are adrift on an unknown sea" (Aebersold and Field 1997:41). When faced with such unfamiliar to//www.fwsir.com/picpensate by wild guessing (Carrell 1988a:101). Both strategies inevitably result in comprehension difficulties. Research by Johnson (in Carrell and Eisterhold 1983:80) suggested that a text on a familiar topic is better recalled than a similar text on an unfamiliar to//www.fwsir.com/picmon sense expectancies that when content and form are familiar the texts will be relatively accessible."

Some of the applications of schema theory to the teaching of reading are summarised next.

Applications of Schema Theory to ESL Reading

As described in the previous section, "some students' apparent reading problems may be problems of insufficient background knowledge" (Carrell 1988b:245). Where this is thought to be topic-related, it has been suggested that 'narrow reading' within the student's area of knowledge or interest may improve the situation (see Carrell and Eisterhold 1983:86). Similarly, where schema deficiencies are culture-specific, it could be useful to provide local texts or texts which are developed from the readers' own experiences (op.cit.:85).

On the other hand, Carrell and Eisterhold (1983:89) also suggest that "every culture-specific interference problem dealt with in the classroom presents an opportunity to build new culture-specific schemata that will be available to the EFL/ESL student outside the classroom." Thus, rather than attempting to neutralise texts, it would seem more suitable to prepare students by "helping them build background knowledge on the topic prior to reading, through appropriate prereading activities" (Carrell 1988b:245).

Carrell (1988b:245) lists numerous ways in which relevant schemata may be constructed,including lectures, visual aids, demonstrations, real-life experiences, discussion, role-play, text previewing, introduction and discussion of key vocabulary, and key-word/key-concept association activities. Examples of such contextualisation include,

[1] [2] [3] 下一页


for example, showing pictures of a city before asking the students to read a text about that city, or playing a video clip from a film adaptation of the novel the class is about to study. Although helpful, these prereading activities are probably not sufficient alone and teachers will need to supply additional information.

Reading problems are not just caused by schema deficiencies, and the "relevant schemata must be activated" (Carrell 1988a:105). In other words, readers may come to a text with prior knowledge but their schemata are not necessarily activated while reading so "prereading activities must accomplish both goals: building new background knowledge as well as activating existing background knowledge" (Carrell 1988b:248). Particularly useful and popular here are questioning and 'brainstorming', where learners generate information on the topic based on their own experience and knowledge (Aebersold and Field 1997: 71). For example:

Example One
You are going to read a passage about a woman's encounter with a bear while hiking in an American national park.
Before reading, answer the following questions:
(a) Do bears live in the wild in your country? What kind of bears?
(b) How would you feel if you met a bear while hiking?
(c) What do you think we should do if we encounter a bear in the wild?

Previewing the text (particularly the title, subheadings and figures) also "helps readers predict what they are going to read" and this, hopefully, activates their schemata (Aebersold and Field 1997:73). For example:

Example Two
You are going to read a passage about a man's bad experience on a camping trip in the north of England.
Before reading, do the following exercises:
(a) Write down five problems the man could have had when he was camping.
(b) Look at the title of the passage and the list of words. What do you think might have happened?
TITLE: 'Our Terrible New Year'
WORDS (in order): holiday, happy, drove, far, camped, beautiful, night, freezing, snow, morning, engine trouble, help, no phone, ran, ice, slipped, cut, disaster

Another relevant point is that, because lower level students may have the schemata but not the linguistic skills to discuss them in the L2, the first language could be used to access prior knowledge but teachers must introduce the relevant vocabulary during the discussion, otherwise a "schema has been activated but learning the L2 has not been facilitated" (Aebersold and Field 1997:77).

Although prereading activities, such as those above, are potentially beneficial, there is evidence that their usefulness is limited. This is discussed in more detail below.

Limitations in the Use of Schema Theory in ESL Teaching Problems with Schema Theory Applications

Despite the current popularity of prereading activities, there may be limits to their use in ESL teaching and they may not always function as intended. Carrell & Wallace (in Carrell 1988a:105-6) found that giving context did not improve recall even for advanced ESL readers suggesting that their schemata were not activated. Hudson (1982:186) claims that, by encouraging students to use the good reader strategy of "touching as few bases as necessary," they may "apply meaning to a text regardless of the degree to which they successfully utilize syntactic, semantic or discourse constraints."

The reading process has famously been described as a "psycholinguistic guessing game" (Goodman in Carrell and Eisterhold 1983:74) in which "efficient readers minimize dependence on visual detail" by utilising background knowledge to make predictions and checking these against the text (Goodman 1975:12). Such top-down models have unfortunately given the misleading message to teachers that ESL reading tuition is "mostly just a matter of providing [learners] with the right background knowledge... and encouraging them to make full use of that knowledge in decoding... texts" (Eskey 1988:97). It is now recognised that "language is a major problem in second language reading" (op.cit.:97).

ESL readers need "a massive receptive vocabulary that is rapidly, accurately and automatically accessed" (Grabe 1988:63). Carrell (1988b:244) suggests a "parallel" approach in which vocabulary and schemata are developed by "preteaching vocabulary and background knowledge concurrently for sets of passages to be read at some later time." Furthermore, since learners "need to see a word many times in different contexts before it is learned" (Aebersold and Field 1997:139), they may need to read a great many more texts than is usually the case in reading courses. This so-called 'extensive' reading (after Palmer in Bamford and Day 1997:6) is discussed next.

Extensive Reading and Intertextuality

Encouraging students to read for pleasure is advocated by several authors (Bamford and Day 1997; Carrell and Eisterhold 1983:85-6; Wallace 1992:68-9) and will hopefully lead to the kind of extensive reading learners need to do if they are to gain any 'automaticity' in their word and phrase recognition abilities (see Eskey and Grabe 1988:235). As Bamford and Day (1997:7) state, "until students read in quantity, they will not become fluent readers." Learners may be motivated to read extensively by being allowed to choose their own texts based on their own interests in such approaches as the reading lab approach (Stoller in Eskey and Grabe 1988:230).

Another reason for extensive reading is related to the concept of 'intertextuality' where "all texts contain traces of other texts, and frequently they cannot be readily interpreted - or at least fully appreciated - without reference to other texts" (Wallace 1992:47). McCarthy and Carter (1994:114) point out that "many common, everyday texts assume that the receiver will be able to pick up... allusions and perceive the cultural references [to deep-rooted common cultural stores of allusions, sayings, idioms etc.]." For example, an article on the death of Princess Diana (by Roxanne Roberts in The Washington Post, 14 September 1997) refers to Diana as "the face that launched a thousand tabloids" alluding to the line about the beauty of Helen of Troy from Marlowe's 'Faust' (1588): "Is this the face that launched a thousand ships?"

Sinclair (1990:16) claims that "in general people forget the actual language but remember the message." The fact remains, though, that textual memory is important because texts do carry references to other texts and, although not always crucial to the overall message, these references enhance the enjoyment of the text and are often points where L2 readers' knowledge breaks down. It is therefore vital for non-native readers to try to accomplish as much reading as possible in order to try to capture some of what native readers carry to a text: both schemata and textual memory.

Conclusion

It has been seen that schema-theoretic applications do not always result in improvements in comprehension, particularly where they result in insufficient attention to textual detail, or where there is an increase in schema-interference by, for example, the activation of dominant or negative schemata. Also, there is some evidence that the contextual and background information provided may not always even be utilised by the learners. However, there can be little doubt that schema theory has also positively influenced the teaching of reading and that prereading activities - building up absent schemata and activating resident schemata - can improve L2 reader comprehension in many situations. Therefore, it would seem sensible for teachers to employ such activities but not to blindly assume that the expected effect is actually occurring. In other words, teachers should take the time to verify the usefulness of the activities they use

上一页  [1] [2] [3] 下一页


and pay attention to possible schema-interference or non-activation.

Finally, basic bottom-up processing must not be ignored and the importance of a lexico-grammatical focus, particularly in the early stages of learning, needs to be recognised. L2 readers require training in the skill of rapid recognition of large numbers of words and structures in order to accomplish the objective of reading extensively enough to build and improve the schemata they need for fuller enjoyment of the texts they read.

References

Aebersold, J.A. and Field, M.L. (1997) From Reader to Reading Teacher. Cambridge: CUP.

Anderson, R.C. and Pearson, P.D. (1984) "A Schema-Theoretic View of Basic Processes in Reading Comprehension", in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.

Bamford, J. and Day, R.R. (1997) "Extensive Reading: What is it? Why bother?" The Language Teacher, 21(5):6-8,12

Carrell, P.L. (1983a) "Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension." Reading in a Foreign Language, 1:81-92.

Carrell, P.L. (1988a) "Some Causes of Text-boundedness and Schema Interference in ESL Reading," in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.

Carrell, P.L. (1988b) "Interactive Text Processing: Implications for ESL/Second Language Reading Classrooms", in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.

Carrell,P.L., Devine,J. and Eskey,D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.

Carrell, P.L. and Eisterhold, J.C. (1983) "Schema Theory and ESL Reading Pedagogy", in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.

Cook, G. (1997) "Key Concepts in ELT: Schemas." ELT Journal, 51(1):86.

Coulthard, M. (ed) (1994) Advances in Written Text Analysis. London: Routledge.

Eskey, D.E. (1988) "Holding in the Bottom: an Interactive Approach to the Language Problems of Second Language Readers," in Carrell, P.L., Devine, J. and Eskey, D.E. (eds)(1988) Interactive Approaches to Second Language Reading. Cambridge:CUP.

Eskey, D.E. and Grabe, W. (1988) "Interactive Models for Second Language Reading: Perspectives on Instruction," in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.

Goodman, K. (1975) "The Reading Process," in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.

Grabe, W. (1988) "Reassessing the Term 'Interactive'", in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.

Hudson, T. (1982) "The Effects of Induced Schemata on the 'Short Circuit' in L2 Reading: Non-decoding Factors in L2 Reading Performance," in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.

McCarthy, M. (1991) Discourse Analysis for Language Teachers. Cambridge: CUP.

McCarthy, M. and Carter, R. (1994) Language as Discourse: Perspectives for Language Teaching. London: Longman.

Sinclair, J.M. (1990) "Trust the Text", in Coulthard, M. (ed) (1994) Advances in Written Text Analysis. London: Routledge.

Swales, J.M. (1990) Genre Analysis. Cambridge: CUP.

Wallace, C. (1992) Reading. Oxford: OUP.

上一页  [1] [2] [3] 

本文标签:

[国外代写essay价格]Helping ESL Students Become Better Rhttp://www.0592w.com/jiaoxue/12893.html

essay辅导替代essay代写-正规代写机构教你怎么写essays范文-Essay写作格式网官方推荐

99.99%的用户同时也查看了:

[普渡大学essay]为讲语法辩...... 2021-04-23

“重知识,轻能力”是我国英语教学的一大缺陷,而英语教学界或多或少把问题归因于讲解语法知识的教学,于是......

标签:为讲语法辩护 mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[芝加哥大学essay]刍议高中...... 2021-04-23

Keywords:extensive,material,comprehensionSummary:A......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[本科论文可以用essay吗]...... 2021-04-23

曾几何时,计算机成了人们学习的得力助手,互联网为教师与学生提供了取之不尽、用之不竭的教育信息资源,并......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[中文和英文essay的区别]高...... 2021-04-23

内容提要:本文试图通过整体性原则、心理学原理、图式理论和认知理论来阐述课堂语篇教学的可行性和必要性,......

标签:On a Discourse mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[期末essay怎么写]重视情感...... 2021-04-23

在教学过程中,作为主导者的教师应充分认识到:学生正处于心理发展的关键时期,学习状态极易受情感因素的影......

标签:重视情感教育 提高教学质量 mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[哪个网站有essay范文]充分...... 2021-04-23

──谈在高考英语总复习中如何全面提高学生素质摘要:为了适应新形势下的高考,在高三年级的复习阶段,如何......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[essay 代写 听证会]初三英...... 2021-04-23

一、认清形势,明确要求从近两年来的中考命题分析,命题已向听、说、读、写四会能力的培养上倾斜,注意了基......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[代essay翻译网站]如何用交...... 2021-04-23

外语教学是实践性和交际性很强的一门学科,这是外语教学本身的职能和我国社会发展需要所决定的。然而,多年......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[怎么写essay 知乎]中学生英...... 2021-04-23

一、问题的提出我校是一所农村初级中学,长期以来由于种种原因,英语教学质量一直处于低谷状态。问题集中表......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[研究生essay字数unsw]谈小学...... 2021-04-23

心理学认为,注意是人在清醒意识状态下的心理活动对一定对象的指向和集中,当人对某一事物发生高度注意时,......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[美国大学入学申请essay]创...... 2021-04-23

语感指的是一个人对语言敏锐而正确的感受能力。这种感受能力是固定在人的头脑之中,不需要经过理智的思索即......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[英国essay没过]“情景”之...... 2021-04-23

我想以一个听说课型的课案和一个语法教学课件为例,介绍应用多媒体教学素材库,实现信息技术与课程整合的教......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[美国大学申请 essay范文...... 2021-04-23

语言是生活的一部分,是具有生命力的、开放的、发展着的活的系统。如何运用合乎语言的性质、合乎人自身特点......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[博士essay编辑网站]高中英...... 2021-04-23

高中英语词汇的教学目标有以下几个方面.1.读音(pronunciation)2.拼写(spelli......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[一晚上2000字essay]浅谈外语...... 2021-04-23

外语学习作为一种认识活动,是智力因素和非智力因素共同参与并相互作用的过程。学生要取得优异成绩,除了具......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[oc和essay怎么写]英语阅读...... 2021-04-23

本文提出的英语阅读教学一体化是建立在以下两个基础上的:一是大中小学英语教学一条龙的思想。近年来,国内......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[企业管理essay怎么写]英语...... 2021-04-23

一、消除学生的心理障碍,培养良好的英语学习心理在教学中,教师从第一节课开始,就要做工作帮助学生克服心......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[英文essay润色]初中学生英...... 2021-04-23

文章摘要:本文从心理学、教育学和语言学等角度分析了初中学生在英语学习过程中兴趣的变化特点,并就如何从......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[南特面试essay]学生有效参...... 2021-04-23

一、主体参与的有关理论1.学习认识论按照学习认识论理论,学生的学习是一个特殊的认识过程。学生是学习活......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[英国essay应该怎么写]英语...... 2021-04-23

论文提纲:一、概述教学策略与学习策略的关系1.教学策略2.学习策略二、听力教与学的策略1.影响听力提......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[招essay写手]高中英语阅读...... 2021-04-23

摘要:把任务型学习的理念运用到现行教材(SEFC)的阅读教学中,教师需要针对教材进行任务设计,其中最......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[怎么写好比较essay]谈围绕...... 2021-04-23

中学英语课本中的课文可以说是课本的主体,也是学生吸收英语知识的主要来源。如果这个说法能够成立,在进行......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[美国50所大学essay]语言错...... 2021-04-23

本世纪50年代以后,语言错误分析与研究逐渐发展成为一个重要课题。这个课题为语言习得的研究提供了理论依......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[怎么写英文essay知乎]英语...... 2021-04-23

1.Cunningsworth(1995)建议的教材评估四项标准:1.Theyshouldcorre......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[港大lac看视频写essay]德育...... 2021-04-23

一、整体考虑,分步实施首先要明确德育要在语言教学中进行就必须深入钻研教材,根据教材特点和学生实际,找......

标签:mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay 

[代写essay价格]Importance o...... 2021-04-23

ByMarionWyseWHENconversationgetsconfusing,NorthAme......

标签:Importance of context mba硕士 招代写essay 招essay写手 怎样写essay 英国写essay 英国essay网 885essay 365essay 100essay 知乎essay写手 招聘essay写手 招募essay写手 怎样学好essay