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为了检验“输出驱动–输入促成假设”在非英语专业研究生学术英语读写课程的教学应用效果,本文对一个实验班的学术英语读写课程教学进行了问卷调查。结果显示,基于该假设开展的教学成功地实现了本课程教学目标,对学生的英语语言能力、学术读写和汇报能力、思辨能力、跨文化认知和沟通能力、学术英语学习和写作兴趣、师生关系融洽均有显著的积极促进作用。本论文为该理论提供了实证依据,也为如何在教学实践中的进一步推广提出建议。
In order to test the teaching effect of “output-driven-input-facilitated hypothesis” in academic English reading and writing for non-English majors, this paper conducted a questionnaire survey on the teaching of academic English reading and writing in an experimental class. The results show that the teaching based on this hypothesis has successfully achieved the teaching objectives of this course. The students’ English language ability, academic reading and writing ability, their ability of thinking, cross-cultural cognition and communication skills, academic English learning and writing interest, The relationship between teachers and students have a significant positive role in promoting. This thesis provides an empirical evidence for the theory and also provides suggestions on how to further promote the teaching practice.