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代写Essay:形式聚焦补救教学的实证分析

时间:2018-04-08 09:08来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien
目前,香港的学生英语语言的正确性下降,作者进行了解决这一问题的研究。有一个辩论,教育部门对如何提高学生的第二语言习得过程中语言的准确性,一些学者认为,学生不应该直接改正错误,因为这可能会破坏他们的学习积极性;和其他一些学者认为应该采取适当的教学方法,积极纠正学生的错误,帮助学生提高语言的准确性。在这一背景下,展开了一项研究,目的是探究形式注意反馈的使用是否能有效地帮助学生提高语言的准确性。本文正是通过批判性分析是否明白恰当的教学方法,积极纠正学生错误的使用会影响学生学习英语的积极性的论文,它是否会有效地提高学生使用语言的准确性,并了解什么样的研究方法:优势以及研究方法的优缺点。
 
1.0 Introduction 简介
At present, the correctness of the English language of Hong Kong students is declining (Chan and Li, 2002), the author carried out study to solve this problem. There is a debate in the education sector on how to improve the accuracy of English language in the process of student's second language acquisition, and some scholars believe that the errors that students make should not be corrected directly, as this may undermine the enthusiasm of their learning (Krashen, 1995); and some other academics hold that it should take appropriate teaching methods to actively correct the mistakes of students to help them to improve the accuracy of language (Li and Chan, 1999). In this context, Chan and Li (2002) started a study to explore whether the use of Form-focused Feedback could effectively help students to improve the accuracy of the language. In this essay, it is through a critical analysis on Chan and Li’s (2002) thesis to understand whether the use of proper teaching methods to positively correct the mistakes of students will affect the enthusiasm of students’ to learn English, whether it will effectively improve student’s accuracy in using the language, and to understand what research methods that Chan and Li (2002) used, as well as the advantages and disadvantages of the research methods.
 
2.0 Background information about the authors 关于作者的背景信息
The authors are Hong Kong scholar who engages in study on English education. They have published several articles on second language acquisition. From her point of view, they are actively advocating through active intervention to help students to improve second language acquisition results, including how to help students to improve grammar (Chan, 2006), pronunciation (Chan, 2011), writing errors and so on (Chan, 2010). Their research not only confirms that the positive help for students to improve the errors is correct, but also provides a specific and feasible advice for how to help students to avoid the errors.
 
3.0 Theoretical background of the study 研究的理论背景(责任编辑:cinq)


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