将合作性读写一体化模式应用于商务英语写作教学的实证研究

论文摘要

合作学习是以现代社会心理学、教学社会学、认知心理学、现代教育教学技术学等为理论基础的一种教学理论和策略,由于它在改善课堂内的社会心理气氛,大面积提高学生的学业成绩,促进学生形成良好非认知品质等方面实效显著,很快引起了世界各国的关注,并成为当代主流教学理论与策略之一,被人们誉为“近十几年来最重要和最成功的教学改革。商务英语出现在20世纪60年代后期,是一种以英语作为语言媒介,以商务知识为核心的专门用途英语。商务英语写作是一种特殊的写作,它不仅是基础英语写作的延伸,更是商务知识的运用过程。因此,商务英语写作教学作为商务英语教学中的重要环节,应该得到高度的重视。商务英语写作教学包括两个方面:一是商务英语应用文阅读和写作教学,即教师指导学生通过阅读,掌握各种商务应用文体的写作技能,逐步提高写作能力和速度,提高实际运用语言的能力;二是商务知识教学,即以语言为载体,以阅读和练习写作为手段,把核心的商务知识内容放在其中,以实现其对商务知识和商务写作技能的掌握,满足未来就业的需求和社会发展的需要。为提高学生的英语写作水平,培养合作意识,优化写作教学过程,本文作者在合作学习理论的指导下,尝试将合作性读写一体化模式(CIRC)运用于商务英语写作教学,对贵州商业高等专科学校二年级商务英语专业和国际商务专业学生进行商务英语写作教学改革实验,通过对实验班和控制班的数据采集,对实验的数据进行研究和分析,检验将合作学习运用于商务英语写作教学是否能提高学生写作能力,并了解学生对这种教学模式的态度及看法。实验结束后,通过数据分析,主要得出以下几个方面的结论:合作学习模式创造了一种轻松和谐的学习氛围,缓解学生对商务英语写作的恐惧感和焦虑感,激发学生学习兴趣,提高学生写作水平;不仅如此,合作学习模式还为学生提供了更多的交流机会,增强了学生的社会交往能力和团队合作精神。最后,笔者就活动中出现的问题进行了分析,对合作性读写一体化模式在商务英语写作课堂上的具体实施提出了几点建议和启示,希望本文对广大商务英语英语教师在写作教学方面有所帮助。

论文目录

• Acknowledgements
• Abstract in English
• Abstract in Chinese
• Contents
• Chapter One Introduction
• 1.1 Research Background
• 1.1.1 An Urgent Need of Improving Business English Writing Teaching
• 1.1.2 An Urgent Need of Cooperation in the Development of Science and Society
• 1.2 Purpose of the Study
• 1.3 Significance of the Study
• 1.4 Definition of Related Terms
• 1.5 Structure of the Thesis
• Chapter Two Literature Review
• 2.1 A Brief Introduction of Cooperative Learning
• 2.2 Different Definitions of Cooperative Learning
• 2.3 A Brief History of Cooperative Learning
• 2.4 The Major Theoretical Perspectives on Cooperative Learning &Achievement
• 2.4.1 Motivational Perspective
• 2.4.2 Social Cohesion Perspective
• 2.4.3 Developmental Perspective
• 2.4.4 Cognitive Elaboration Perspective
• 2.5 The Basic Elements of Cooperative Learning
• 2.5.1 Positive Interdependence
• 2.5.2 Individual （and Group） Accountability
• 2.5.3 Face-to-Face Group Interaction
• 2.5.4 Social Skills
• 2.5.5 Group Processing
• 2.6 Major Models of Cooperative Learning
• 2.6.1 Learning Together
• 2.6.2 Student Teams Achievement Divisions （STAD）
• 2.6.3 Teams— Game— Tournaments （TGT）
• 2.6.4 Jigsaw II
• 2.6.5 Team Accelerated Instruction （TAI）
• 2.6.6 Cooperative Integrated Reading and Composition （CIRC）
• 2.6.7 Group Investigation
• 2.7 The Research Status of Cooperative Learning
• Chapter Three An Overview of Business English Writing
• 3.1 Business English
• 3.2 Business English Writing
• 3.3 The Characteristics of Business English Writing
• 3.3.1 The Structure Characteristics of Business Correspondence
• 3.3.1.1 The Layout of Business Correspondence
• 3.3.1.2 The Styles of Business Correspondence
• 3.3.2 The Stylistic Characteristics of Business Correspondence
• 3.3.2.1 The Perspective of Lexicon
• 3.3.2.2 The Perspective of Grammar
• 3.3.2.3 The Perspective of Semantics
• 3.3.3 The Writing Characteristics of Business Correspondence
• 3.3.4 The Characteristics of Business Correspondence as a Course
• 3.3.4.1 English Language Knowledge
• 3.3.4.2 International Business Knowledge
• 3.3.4.3 Effective Communication Skills
• 3.3.4.4 Cultural Background
• Chapter Four Research Design and Methodology
• 4.1 Research Questions
• 4.2 Hypotheses
• 4.3 Rationale for the Hypothesis
• 4.4 Participants and Time Span of the Research
• 4.5 The Researchers" Functions in the Experiment
• 4.6 Instruments
• 4.7 Study Design
• 4.8 Stages of the Experiment
• 4.8.1 Stage One: Preparation
• 4.8.2 Stage Two: The Experiment
• 4.8.2.1 In the Control Class
• 4.8.2.2 In the Experimental Class
• 4.8.3 Stage Three: Data Collection and Data Analysis
• 4.8.3.1 Data Collection
• 4.8.3.1.1 Data Collection through the Pre-test and Post-test
• 4.8.3.1.2 Data Collection through the Questionnaire
• 4.8.3.2 Data Analysis
• 4.8.3.2.1 Data Analysis of the Tests
• 4.8.3.2.2 Data Analysis of the Questionnaire
• Chapter Five Results of the Experiment
• 5.1 Results
• 5.1.1 Results from Pre-test
• 5.1.2 Results from Post-test
• 5.1.3 Results from Questionnaire
• 5.2 Major Achievements of Implementing CIRC into BEW Teaching
• 5.2.1 Student-centered Teaching Model
• 5.2.2 Active and Harmonious Learning Atmosphere
• 5.2.3 Students' Awareness of Participation
• 5.2.4 Students' Psychological Changes
• 5.2.5 Reform of the Students' Learning Habits
• 5.3 Some Problems Existing in the Experiment
• 5.3.1 Not All Students Participant in the CL activity
• 5.3.2 Limitation of the Classroom Facilities
• 5.3.3 Chaos Made from Grouping
• 5.3.4 Individual Differences among Students
• 5.3.5 Problems of Group Communication
• Chapter Six Conclusion
• 6.1 Conclusion
• 6.2 Pedagogical Implications
• 6.3 Limitations of the Study
• 6.4 Recommendations for Future Research
• 6.5 Suggestions
• Bibliography
• Appendices
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4