学术论文英文摘要模板.docx
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学术论文英文摘要模板.docx
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学术论文英文摘要模板
学术论文英文摘要模板
Abstract
SinceDeweydevelopedtheconceptof“criticalthinking”,manyscholarsabroadhavecarriedoutaseriesofstudiesaboutimprovingstudents'criticalthinkingskillsineducationfield.Inthe1980s,criticalthinkingbecamethetargetofhighereducationprogramsinsuchforeigncountriesastheUSandCanada.IthasgaineditswidespreadattentioninChinaonlyinrecentyears.Butthereareonlyfewstudiesaboutitineducationfield.OurtraditionalEnglishteachingmethodpaysmuchattentiontothetrainingofstudents'linguisticknowledgeandlanguageskillsbutignoresthecultivationofstudents'criticalthinkingabilities.Intheprocessofskillpractice,teachersoftenstresstheimportanceofmemorizingvocabularyandimitatingskillsrigidly,butneglectthestudents'abilitiesinanalyzingproblemsandputtingforwardinnovativesolutions.Therefore,Englishwritingteachingisaffectedbythisandmerelyattachesemphasistotrainstudents'readingandwritingskills.Therearefewstudieswhichaimatsystematicallycultivatingstudents'analysis,synthesis,summary,comparisonandreasoningskillswhiletheyarewriting.Therefore,thisstudyaimsatdesigningsomewritingstasksandteachingstrategieswhichcanbeusedtofostercollegestudents'criticalthinkingawarenessandpromotestudents'all-rounddevelopment.
Accordingtosixcriticalthinkingskills,thisstudywascarriedoutbyrequiringstudentstohandinanargumentation.Allparticipantsinthisstudyarenon-Englishmajorcollegefreshmenfroma211keyuniversity.TherevisedversionofRubricforQualitativeCriticalThinkingSkillsInstrumentwasusedinthisstudy.Withquantitativeandqualitativeanalysis,writingexperimentisconductedwithinawholesemestertocollectdataconcerningstudents'learningbehavior.Reading-to-writeisusedinexperimentalclasswhiletraditionalmethodisadoptedincontrolclass.ThewritingscoresbytheexperimentalandcontrolclasswerestatisticallyprocessedbysoftwareSPSS19.0.Andalsotheinterviewwaslaunchedinsomeofstudentsinexperimentalclasstoassessstudents'criticalthinkingabilitiesreflectedintheirwritings-ThefinalanalysisindicatedthatEGAPwritingmodelexertedasignificantlypositiveinfluenceinimprovingstudents'criticalthinkingskills,especiallyinarousingstudents'writingenthusiasmandcriticalthinkingawareness.Comparedwithcontrolclass,studentsinexperimentalclassmadebigprogressinwritingcompetence.Inaddition,thisstudyputforwardsomereformproposalstotheteachingofEnglishwriting.Thestudyisofgreatvaluetoinstructstudentstoemploycriticalthinkingskillsintheirwriting.
Abstract
Alargebodyofresearchhasbeenconductedontheeffectsoftechnology-enhancedEnglishvocabularylearningsincethe1960s(Marty,1981)。
However,noconsensushasbeenreachedyet(Choo,Lin,&Pandian,2012;Mohsen&Balakumarohsen,2011)。
Despitethefactthatsomenarrativereviewshaveevaluatedandexploredthesecontradictoryresults,thisstudyaimsatquantifyingtheoveralleffectivenessoftechnology-enhancedEnglishvocabularylearningwithadifferentapproachtoreview:
meta-analysisandperformingin-depthmoderatoranalysesoflearningmethodandtesttypefurther.
Totally,twentyeffectsizesfromthirteenpiecesofprimaryresearchareobtainedaftercollectingrelatedliteraturepublishedorunpublishedinrecenttenyearsviafourchannelsandselectingthroughthreefilters.Later,alltheprimaryresearchiscodedanddataarecomputedinrandom-effectsmodelwithsoftwareComprehensiveMeta-Analysis.
Resultsshowthat:
(1)TechnologyhasapositivelylargeeffectonEnglishvocabularylearningaccordingtoCohen'sstandardsasproposedin1992(g=1.26,witha95%confidentialintervalof[0.86,1.66])。
(2)Learningmethods(intentionallearning,incidentallearning,andintegratedlearning)haveimpactsontheoveralleffectiveness.
Heterogeneityexistsinthethreelearningmethods(g=9.22,p=0,01<0.05),Effectivenessofintentionallearning,incidentallearningandintegratedlearningis^=0.61,g二2.14,g=0.98respectively.Incidentallearningundertechnology-enhancedenvironmentyieldsthelargesteffectivenessonEnglishvocabularylearning.(3)Testtypes(recognitiontests,recalltests,recognition+recalltests)alsohaveimpactsontheoveralleffectiveness.Thethreetesttypesareheterogeneousaswell{Q=17.04,p=0.000<0.05)。
Recognitiontests,recalltests,andrecognition+recalltestshaveeffectsizesof3.59,0.71and0.37respectively.Technology-enhancedEnglishvocabularylearningachievesthelargesteffectivenessinrecognitiontests.
Abstract
Thepresentstudy,whichisbasedontheCompetingValuesFramework(i.e.CVF:
aframeworktoidentifytheorganizationaleffectivenessandtodefineorganizationalculture),aimstoinvestigateEnglishteachers,teachingmotivationatuniversities,theirperceptionoftheorganizationalcultureinthetargetuniversity,theirprofessionalaspirationandhowtheyaffecteachother.Theresearchquestionstobeaddressedareasfollows:
(1)HowdotheEnglishteachersperceivetheorganizationalcultureattheirworkplace?
(2)Howmucheffortwilltheteacherspayfortheirprofessionalengagementandaspiration?
(3)WhatkindsofmotivationdotheEnglishteachersinthetargetuniversityappeartohave?
(4)Howwilltheorganizationalcultureandthepreviousexperienceaffectteachers'motivation?
Thisstudyemployedfourdifferentquestionnairesastheresearchinstruments,includingonedemographicquestionnaireandthreeresearchquestionnaires,i.e.thedemographicquestionnaire,theOrganizationalCultureAssessmentInstrument(i.e.theOCAI)(Cameron&Quinn,1999),theProfessionalEngagementandCareerDevelopmentAspiration-scale(i.e.thePECDA-scale)(Watt&Richardson,2008b),andtheWorkTasksMotivationScaleforTeachersTeaching(i.e.theWTMST)(Fernetetal.,2008),toinvestigatetheabovementionedresearchquestions.Thewholeinvestigationtookroughly12weeksandinvolvedthreestages:
thepreparationstage,thepilotstudy,andthemainstudy.
Thefindingsofthepresentstudyshowthatmostoftheteachersareintrinsicallymotivatedandwithidentifiedregulationinfluencedbytheperformancecultureandtheclanculturewhicharethedominantculturetypesofthetargetresearchsite.Resultsalsoindicatethattheoverseasexperienceandlengthofteachingexperienceaffectteachers'perceptionoftixeorganizationalcultureandmotivation.Theparticipantswhohaveoverseasexperiencetendtobemorewiththesenseofprofessionalism,moreintrinsicallymotivatedandbemoreconfidentwiththeircompetenceintheacademicarea;andtheoneswhohavelongeryearsofteachingexperiencearewithmoreidentifiedregulationandintrojectedmotivationandaremorecommittedandmoreassuredofstayingintheeducationfield.Theparticipantsinthetargetuniversitybasicallybelongtothehighlyengagedpersisters,andthemaleteachersexpecttobetheleadership.
Abstract
Owingtotheeconomic,socialandacademicneedsaswellastheadvantagesofEGAP(GeneralAcademicPurposeinChineseCollegeEnglish)itself,thereexist这greatdealofnecessityandfeasibilityforapplyingEnglishforEGAPclass.ItisourunderstandingthatwritingplaysanextremelyimportantroleinthecourseofEGAPandgenreisaquiteinfluentialfactorinimprovingstudents5writingcompetency.However,theinvestigationofstudents'currentwritingsituationshowsthatbeingdeeplyinfluencedbytraditionalwritingteachingmethodswhichemphasizegrammarandvocabulary;thestudentshavelittleknowledgeaboutgenreapproachtheoreticallyorsystematicallyandlacktheawarenessofgenre.Becauseofthis,itbecomesnecessarytoputforwardanEnglishwritingteachingapproachwhichiseffectiveaswellasapplicabletothesituationinChinasoastoenhancetheirwritingcompetence.
ThispaperfirstlygivesabriefintroductiontothedevelopingtrendofEGAPbydiscussingitsnecessityandapplicabilityinChinaandthemainviewsoftwoschoolsofgenretheory,thetiieoreticalfoundationandgenre-basedapproachesofthreemainschoolsofgenrestudyandpractice.Andalso,theircharacteristicsarecomparedandtheadaptabilityinChineseCollegeEGAPclassisanalyzed,basedonwhichitputsforwardamodifiedGenre-basedapproachinEGAPwritingclassinordertoenhancestudents'genreawarenessandimprovetheirwritingskills.
Toachievethis,twonon-EnglishmajorclassesoffreshmeninEastChinaUniversityofScienceandTechnology(ECUST)havebeenselectedastheexperimentalclassandcontrolledclass,andtheresearchlastsonesemester.TheGenre-basedapproachisappliedintheexperimentalclassfollowingamodifiedGenre-basedapproach.Andacomparisonhasbeenmadeonthesamesubjectatthebeginningandtheendofthesemesterandthecomparisonandcontrastbetweentheexperimentalclassandcontrolledclasshavealsobeenmade.Owingtovariousfactors,suchaslearningmotivation,differentstudentsshowvariedextentofacceptancetocertainteachingapproaches.Therefore,emphasishasnotonlybeenputontheoverallchanges,butalsoontheindividualdifferences.
Therearethreehypotheses:
1.CanGenre-basedapproachenhancestudents'genreawareness?
2.Can“genreawareness”reallyimprovestudents'writingabilityinEGAP?
Ifthestudentscangetoverallimprovement,isthereanydifferenceingenderandthestudentswithdiverselearningaptitudesbecauseoftheindividualdifference?
Ifsomestudentsfailtoimprove,what'sthepossiblereasonbehindit?
3.WillChinesestudentsacceptandadapttoGenre-basedApproach?
Threesetsofdatafromsixwritingassignments,writinginfinal-termexaminat
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