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重点论文网    文科论文    英语论文    M学院中澳合作办学学生英语写作能力的培养研究
创建时间:09-21

M学院中澳合作办学学生英语写作能力的培养研究

 

摘    要
本文首先结合中外合作办学的现状和背景,介绍了**学院中澳合作办学的相关情况,并指出了英语写作的重要性。然后通从教学目标,培养模式两方面着手,分析了中澳合作办学的一些特点;并分析了此项目的发展现状和存在的一些问题,即强迫英语写作现象、传统的英语写作教学和中式英语现象。最后,针对这些问题,本文提出了相应的改善方法,即丰富写作内容与主题、创造模拟英语语言环境、将写作评估方法透明化和充分利用外教资源。

关键词:中澳合作办学;研究;英语写作

 
ABSTRACT
This paper first introduces relevant information of Sino-Australia cooperative program in *** University , combined with the current situation and background of Sino-foreign cooperation in running schools. And it also points out the importance of English writing. It then elaborates the characteristics of Sino-Australia cooperative program from two perspectives: instructional objectives and teaching model of English writing. And it also analyze the existing problems; phenomenon of forced writing, traditional English writing model and Chinglish floods. It finally puts forward some solutions to improve the problems: expand contents and themes, create a simulated English environment, optimize evaluation measures and make good use of foreign teacher resources.

Keywords:Sino-Australia cooperative program; research; English writing
 


Contents
1.Introduction    1
2. The Importance of English Writing    2
3. Characteristics of English Writing in Sino-Australia Cooperative    Program at ZUST    3
3.1 Instructional Objectives of English Writing    3
3.2 A Brand-new Teaching Model of English Writing    4
4. The Current Situation and Existing Problems    5
4.1 The Phenomenon of Forced Writing Still Exists    5
4.2 Traditional Writing Teaching Model    6
4.3 Phenomenon of Chinglish Floods    7
5.Solutions to Existing Problems in Sino-Australia program    9
5.1 Expand Contents and Themes of English Writing    9
5.2 Create a Simulated English Environment    10
5.3 Optimize Evaluation Measures    11
5.4 Make Good Use of Foreign Teacher Resources    11
6. Conclusion    12
Acknowledgements    13
References    14

 

1.Introduction

According to the second Provision of People’s Republic of China in Running School Bill, Sino-foreign cooperation in running schools refers to foreign educational institutions and Chinese educational institutions cooperate in running schools held in China with Chinese citizens as main object of the educational institutions.
Along with the rapid development of Chinese economy and education, deepening reform and open-up policy, more and more cooperative education programs are established in China. Especially with the entry into WTO and the globalization of world economy, many universities in China believe that it is important for the undergraduates and future professionals to develop an international perspective. And the activity of Sino-foreign cooperation in undertaking education has appeared since the opening reform. It has developed itself in quality and quantity through twenty years. People have acquired lots of experience on undertaking education. Meanwhile there still exist some problems during the process of Sino-foreign cooperation in undertaking education, which can weaken its advantages.
In accordance with the provisions of General Agreement on Trades and Service, Chinese education market should open to the members of the WTO, which is to say, all the members of the WTO have the rights to take part in the competition of the education service of China. Since at the beginning of its history, Zhejiang University of Science and Technology (ZUST) has been attaching great importance to developing international relationships, especially by establishing extensive links with Australian universities and enterprises. The Sino-Australia cooperation at ZUST set up its project in School of Information and Engineering named Information Technology Management degree courses double. And this cooperation with Australia can trace its history to the year in 2003. In 2006, the cooperative program passed through examination and verifier by ministry of education in China. From then on, the Sino-Australia cooperative program attracts much attention and has also been making great strides in recent years.

2. The Importance of English Writing


     M.A.K Halliday (1925) identifies seven functions that language has: instrumental, regulatory, interactional, personal, heuristic, imaginative and representational. From his functional view of written language, people’s language abilities develop out of their need to communicate, with their family members, and with expanding world of human contacts. The need for writing to communicate becomes even more extensive and important nowadays in such modern literate societies. When people learn a second language, they will try to involve themselves in its culture. 
 Writing helps students learn, Raimes(1983)sets out this point in three perspectives:
Firstly, writing reinforces the grammatical structures, idioms and vocabulary that teachers have been teaching to students. Secondly, Students may obtain a chance to be adventurous with language, take risks, for they have, from time to time, to go beyond what they have just learned .Thirdly, the process of writing involves the efforts to express ideas and students’ constant use of eyes, hands, and brains, which greatly helps them reinforce learning .And the process of struggling with what to put down and discovering new ways of expressing their ideas may strengthen their interest in further endeavors.
    It is also self-evident of importance of English writing in Sino-Australia cooperative program. In addition to the outside of a few points that Halliday and Raims have pointed out, with better writing skills there are still some more advantages. On one hand, writing takes up a large proportion in the assessment of students’ English proficiency in various stages. In accordance with the fostering scheme in Sino-Australia cooperative program, students are required to get certificate of CET6 or 6 points of IELTS. In these two kinds of tests, both require good writing skill. On the other hand, writing can reflect students’ integration capability. In other words, improvement of English writing can be helpful to students’ English reading, listening and speaking ability.

3. Characteristics of English Writing in Sino-Australia Cooperative    Program at ZUST


3.1 Instructional Objectives of English Writing
     As early as the foundation of Sino-Australia cooperative program in 2003, ZUST has set up its instructional objectives which have international characteristics. Compared to traditional educational management style, Sino-Australia cooperative management style bears many unique features. In keeping with aim orientation of fostering high-level talents with international view at ZUST, Sino-Australia cooperative program stresses to foster talented students “international”, “applied” and “inter-disciplinary”. That is to say, students involved in the program are trained to be compound talents armed with global field of view and ability of exchange. Besides, the students also have a good scientific knowledge, with the theoretical basis of modern management science, computer science and technology to master the basic theory, basic skills and methods to master the basic knowledge of information technology business, master systems thinking, information systems analysis and design method with information management knowledge and ability in government departments, industrial and commercial enterprises, financial institutions, scientific units engages in information systems analysis, design, implementation management and evaluation of high-level expertise.
From the instructional objectives set by Sino-Australia cooperative program, the objectives of writing training should also shift from traditional from modern that is suitable to the cooperative program.

3.2 A Brand-new Teaching Model of English Writing
      Compared with traditional teaching model, Sino-Australia cooperative program is equipped with more professional and successful ranks of teachers. According to the survey, all the domestic teachers in the Sino-Australia cooperative program have titles of university lecturers. Among those teachers, 39.3% are associate professors and professors. What is more, all the foreign teachers at least have bachelor’s degree and have more than 2 years’ teaching experience. Among those teachers, writing teachers is made up of a number of high-quality teachers with rich teaching experience. Beside, Zhejiang University of Science and Technology has established corresponding teachers training system.
     Through the Sino-Australia cooperative program, Zhejiang University of Science and Technology also introduces teaching and evaluation system from the University of Southern Queensland in Australia. The principal systems are as follows: modular teaching method; case teaching method; process-evaluation system. Meanwhile, the teaching method of discussion is also taken by Sino-Australia cooperative program. Discussion, that is to through teachers’ careful explanation, students carry out the pre-arranged subject in small classes of students. This kind of teaching model aims at enhancing students’ self-leaning ability and sense of teamwork. What is more, this program put great emphasis on multimedia-aided teaching. The institute set up an interactive platform for students. Through this platform, students may exchange with others, see course information, submit their work online and communicate with teachers. So achieve sharing of teaching resources and enhance students’ self-learning ability.
     The new teaching model will favor students in many aspects: it is a more reasonable and scientific way to evaluate students’ mastery of knowledge and practical operational capability. Gradually, the test-oriented education system will transform to capability fostering-oriented.

4. The Current Situation and Existing Problems


As the most important part in English tests, English writing is undoubtedly a heavy burden on the shoulders of college students. Years of college English teaching practice has proved that “writing” is the most difficult to make a breakthrough, and therefore, the most cold-shouldered plate in the four skills of listening, speaking, reading and writing. And nowadays, teachers and students are increasingly concerned about improving the writing proficiency, and they go to great length to attain this aim. Though improvement in English is generally believed, surveys and statistics revealed that current situation concerning college students’ English writing proficiency is not optimistic. In addition, after CET4 and CET6 have been implemented for these years, it is more and more evident that writing has been the weakest part of students’ English language ability. Even though progress has been made and students’ grades of CET4 writing tests have been on the rise in the mass in recent years, it never reaches up to 9 points, which is the passing grade the regard to total of 15 points in the writing section. On the contrary, it always varies between 6 and 7 points. So college English writing is a real headache for both English teachers and students. It is vital that English writing should be considered in all the sides of English teaching in order to improve students’ writing ability.
In order to have a better understanding of the situation of students’ writing proficiency in Sino-Australia cooperative program at ZUST, this paper does a questionnaire among 100 students who are picked from every grades stochastically. And the questions with the investigation results are as follows:

1.    Which aspect of English writing do you think is the most difficult?
A.    English writing ( 37%)  B. English reading ( 26%)  C. English listening and speaking ( 37%)
2.    Do you have many chances to write something that you're interested in?
A.    Yes, many ( 15%)  B. Just so so ( 55%)  C. Not many ( 30%)
3.    Do you always thinking in English while you are composing?
A. Yes, always ( 25%)     B. Often ( 60%)      C. Never ( 15%)
    4. Do teachers point out the crux of your problem in your writing while revising your writings?
        A. Yes, always ( 40%)     B. Often ( 35% )      C. Just sometimes ( 25%)
 

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