摘要
将“输出驱动-输入促成”假设应用于大学英语写作教学,是提高学生英文书面表达能力的有效尝试.描述该假设在大学英语一线课堂的具体实施过程,通过问卷调查、教师日志分析、学生反思分析等实证研究方式,证实在大学英语写作教学中应用该假设对学习者综合语言能力产生积极影响.
It has been proved effective to apply the Output-driven&Input-enabled Hypothesis to College English writing teaching.This paper describes the implementation steps of the hypothesis in College English classes.Results of the surveys,teacher’s logs and students’reflections show that the application of this hypothesis in College English writing teaching exerts a positive impact on students’language acquisition and competence building.
作者
陈玲
CHEN Ling(School of Foreign Languages,Shaoxing University,Shaoxing,Zhejiang 312000)
出处
《绍兴文理学院学报》
2020年第6期68-73,共6页
Journal of Shaoxing University
基金
浙江省教育厅科研项目“英语写作教学中‘输出驱动-输入促成’假设应用探究”(Y201431376)
