一篇完整的学术论文范文英文

Is It Right to Require Class Attendance?Required class attendance, like an old custom, is so common in Chinese colleges and universities that many teachers and even students themselves simply assume it a good practice. But is it wise to do so? It does contribute to the rise in the number of students attending class. But is there any proven correlation between attendance and performance in a course? The value of required attendance is being questioned by more and more teachers and is class attendance required? The reason seems fairly distinct and understandable. For one thing, to ensure that all the students in his or her class are attending it has been considered one of the responsibilities of the teacher in the long run. A strong sense of responsibility is acting on the teachers and making them feel lose face or even guilty if they are facing just several students in a classroom which should be filled with many more of them. Also playing a part is that teachers have to find ways to evaluate their students, and attendance, which is a perfect measurable factor, can be their good choice apart from mere paper does that make sense? Have teachers achieved their goal? Take the first glance and people may say "yes", because you can easily find that in the courses which require class attendance there are always a lot of students. But things are not just simply what they look like, however. "I'm tired of the course,but I've got to attend it. So I leave after my name is mentioned by the teacher." A college student said so and if you have experienced college life, you'll find he's not alone in saying so. In some courses attendance checking has been somewhat a burden to the students and they have developed several ways to escape classes while still retain good record on the teachers' way is to leave silently after attendance checking, and there's still other ways such as asking others to reply when his or her name is called, etc. Even just talk about the students who never escape classes. We can hardly assume they're really "taking" the course because none of the available data shows any proven correlation between attendance and performance in a course. One may be sitting in the classroom, but who knows whether he or she is just sitting there daydreaming all the time?What surprises us is that there are students who get high marks without attending many classes. So now we seem to have reached a corner: how to explain all these phenomena? Is class attendance requirement really a ridiculous thing or have we missed something important that gives us the answer?Just consider the teachers' goal again and we can get more out of the problem. The point of all the things is that we should find a better way to arouse the students' enthusiasm and efficiency to study and attendance requirement is just one of the methods. One's course performance is measured by his or her efforts and efficiency rather than the time he spends to attend class. A student may have a high rate of attendance but low study efficiency. What's more, if we make a close research about the college education we can see why college education is not welcome. A sense of being compelled to study and not being trusted is the most important factor in it. Students in colleges tend to think they are already grown-ups who're responsible for what they can do and what they want to do. The attendance checking makes them feel that they are treated like children and thus may destroy the enthusiasm of study or even cause them to cheat the teachers in different ways. Another factor that bears the same importance is the classes, or to say the teachers them selves. Why do students fail to follow the courses? One thing that can not be denied is that many classes are simply too only repeat their materials from the textbook and students feel they can gain nothing from it. For the third but not the least one, students do lack a strong desire to study and responsibility for themselves these days. Their life is filled with too many things such as PCs, TVs, and a lot of other make them impetuous and unable to sit down quietly studying."Awareness of the problem is half of the solution," Once Edison mentioned. Now that we have reached the conclusion that mere attendance requirement is not right, nor necessary, what shall teachers and students do to find the other half of the solution and end the "hide and see" game?First, maintaining students attention and interest is still a big challenge for the classroom lecturers. One way for professors to meet the challenge is to brighten the classes with anecdotes for comic relief. Another way is to integrate visuals into classroom activities. Still another way is to punctuate the classes with discussion. Through all these methods the students' enthusiasm of study may be aroused and they would have the desire to study instead of being compelled to sit in the classroom thinking how to escape themselves should take actions to solve the problems too. The essence of the problem is how to improve their study quality and students themselves, as those who benefit from all the endeavors, must give an active response to teachers and the society. Just as Newton once said, "Exploring the unknown is the happiest thing in my life."Students must develop their interest and desire to learn in classes. They should try their best to follow the courses to get knowledge from them instead of making all kinds of excuses to escape all, taking all these factors into account, we may safely arrive at the conclusion that to require class attendance is not an effective way to ensure the students' study quality and efficiency, but it stands for the endless endeavor of educators to improve the standard of education and to give students better tourscs. Awareness of the problem is the first step and other effective measures are being taken. We have strong belief that the situation in the near future will be better and students as well as the teachers will both get high efficiency and interest from the try and believe it! We cast our eyes forward because there will be a brighter future of education!它有权要求类出席？需要一流的出勤，像一个古老的习俗，是常见于我国高校，许多教师甚至学生自己承担它只是一个很好的做法。但是，明智的，它这样做？它有助于提高学生的人数上课。但没有任何证明的关系出勤率和性能的课程？所需的价值提出质疑出席正在为越来越多的教师和学生。为什么一流的出勤需要？其原因似乎相当明显的和可以理解的。一方面，以确保所有的学生在他或她的阶级参加它一直被认为是的责任，老师从长远来看。强烈的责任感是代理的教师，使他们觉得没面子，甚至如果他们有罪面临只是几个学生在课堂应该充满了更多的人。也发挥了部分教师必须找到办法来评价学生，入学，这是一个完美的衡量因素，可他们很好的选择除了单纯的文件马克。但是，这是否有意义？有教师实现其目标？采取乍一看，人们可能会说“是” ，因为你可以很容易地找到，在课程，需要有一流的出勤率一直是很多学生。但事情并不只是他们看起来像，但是。 “我已经厌倦了球场，但我必须参加它。所以，我离开后，我的名字是提到的老师。 ”大学生这么说，如果你经历过大学生活，你会发现他不是一个人这样说。在一些课程出勤率检查而得到某种程度的负担，学生和他们已经开发几种方式来逃避上课，同时仍保留良好记录的教师方式是默默离开后，出席检查，并还有其他方式，如要求别人的答复时，他或她的名字叫做等甚至只是谈论谁没有逃生的学生上课。我们也难以承担他们真正“同时”的过程，因为没有可用的数据显示任何证明关系出勤率和性能的课程。人不得坐在教室，但谁知道他或她是否只是坐在那里白日做梦吗？我们什么惊喜的是，有学生谁获得高分没有参加许多课程。因此，我们现在似乎已经达到一个角落：如何解释这些现象？是一流的出勤要求实际上是一个可笑的事情，或者我们错过了一些重要的是给我们提供了一个答案吗？只是考虑到教师的目标，我们可以再次获得更多的问题。这一点对所有的事情是，我们应该寻找更好的方式来调动学生的积极性和效率，研究和出勤率的要求是公正的方法之一。一个人的表现当然是衡量他或她的努力和效率，而不是花费的时间，他上课。一个学生可能有很高的出席率低，但学习效率。更何况，如果我们作出的密切研究大学教育，我们可以看到，为什么大学教育是不欢迎。感被迫学习和不信任的是最重要的因素了。高校学生往往认为他们已经大人谁是负责他们能做什么和什么，他们想做的事情。出席检查使他们感到他们是一样对待孩子，从而可能破坏研究的积极性，甚至导致他们作弊的教师以不同的方式。另一个因素是承担同样重要的是阶级，或说他们的老师身上。为什么学生不能按照课程？有一点不能否认的是，许多班级太只能重复其材料的教科书和学生认为他们可以从它得到任何好处。第三，但并非最不重要的，学生们缺乏强烈的愿望，研究和责任为自己这些天。他们的生活充满了太多的东西，如电脑，电视，还有很多其他使他们浮躁，无法坐下来安静地学习。“对这个问题的认识是成功的一半的解决方案， ”一旦爱迪生提及。现在，我们已经得出的结论是，仅仅出席的要求是不正确的，也没有必要，什么应做教师和学生找到另一半的解决方案和最终的“隐藏和见”的游戏？第一，保持学生的注意和兴趣仍然是一个很大的挑战的教室讲师。一种方式教授，以满足目前的挑战是良好的班级轶事的漫画救济。另一种方法是把视觉到课堂活动。还有另一种方法是点状的班级讨论。所有这些方法，通过学生的积极性，研究可能会引起他们将有希望的研究，而不是强迫坐在教室思维如何解脱出来。学生自己应采取行动来解决问题。问题的实质是，如何改善他们的学习质量和学生本身，因为这些谁从中受益的一切奋斗，必须给予积极回应教师及社会的。正如牛顿曾经说过， “探索未知是最幸福的事情在我的生命。 ”学生必须发展自己的兴趣和愿望，学习班。他们应该尽力按照课程获得的知识，他们不是使各种借口逃避班级。毕竟，考虑到所有这些因素考虑进去，我们可以安全地到达的结论是，需要一流的出勤率不是一个有效的途径，以确保学生的学习质量和效率，但它代表了无尽的教育工作者的努力，以改善标准教育，并让学生更好地tourscs 。对这个问题的认识是第一步和其他有效措施，目前正在采取。我们有坚定的信念，这种情况在不久的将来将能更好地和学生以及教师都将获得高效率和兴趣的课程。刚刚尝试，并认为它！我们把我们的眼睛向前，因为将有一个更加光明的未来的教育！

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下面是关于学术论文英文摘要模板，希望对你们有帮助。

Abstract

Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.

According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.

Abstract

A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。

Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.

Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model 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 = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.

Heterogeneity exists in the three learning methods (g = = 0,01 < )，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.

Abstract

The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?

This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.

The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident 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 the highly engaged persisters,and the male teachers expect to be theleadership.

Abstract

Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.

This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.

To achieve this, two non-English major classes of freshmen in 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 same subject at the beginning and the end of the semester 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. Therefore, 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 overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?

Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback 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.

Abstract

In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.

Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.

Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.

Abstract

Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.

With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.

The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.

Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.

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