任务型教学法在高职高专英语写作教学的实证研究.pdf

MA Dissertation of Chongqing University Table of Contents 4.2.1 The Perceptions of EFL Writing 42 4.2.2 The Roles of the Teacher and the Learner in the Task Cycle 42 4.2.3 The Improvements on the Overall Writing Performance 43 CHAPTER FIVE CONCLUSIONS46 5.1 MAJOR FINDINGS 46 5.2 LIMITATIONS 47 5.3 SUGGESTIONS FOR FURTHER STUDY 47 ACKNOWLEDGEMENTS 50 REFERENCES 51 APPENDIX 54 ⅠPRE-EXPERIMENTAL QUESTIONNAIRE 54 ⅡPOST-EXPERIMENTAL QUESTIONNAIRE 55 ⅢTHE RESULTS OF THE CONTROL CLASS 58 ⅣTHE RESULTS OF THE EXPERIMENTAL CLASS 60 Ⅴ IELTS PROFILE BAND DESCRIPTORS FOR ACADEMIC AND GENERAL TRAINING WRITING MODULE 62 Ⅵ 大学英语四级考试作文评分标准 63 Ⅶ 作者在攻读硕士学位期间发表的论文目录 64 IV MA Dissertation of Chongqing University Chapter One Introduction Chapter One Introduction 1.1 Introduction For language teachers, it is always a problem to find an appropriate way to teach effectively in classroom although theoretically there are lots of teaching approaches. In some cases, teachers may be lack of training about language teaching approaches; other cases are that teachers find it difficult to effectively apply approaches to authentic educational situation. As for EFL learning and teaching, it is well acknowledged that the four basic skills—listening, speaking, reading and writing — are of vital importance. Actually they fall into two broad categories: productive and receptive skills. Ideally, four skills should be treated in a complete circle for any language learner and should be develo