学术论文英文摘要模板

1、学术论文英文摘要模板AbstractSinceDeweydevelopedtheconceptofacriticalthinkingmanyscholarsabroadhavecarriedoutaseriesofstudiesaboutimprovingstudents'criticalthinkingskillsineducationfield.Inthe1980s,criticalthinkingbecamethetargetofhighereducationprogramsinsuchforeigncountriesastheUSandCanada.Ithasgainedits

2、widespreadattentioninChinaonlyinrecentyears.Butthereareonlyfewstudiesaboutitineducationfield.OurtraditionalEnglishteachingmethodpaysmuchattentiontothetrainingofstudents'linguisticknowledgeandlanguageskillsbutignoresthecultivationofstudents'criticalthinkingabilities.Intheprocessofskillpractic

3、e,teachersoftenstresstheimportanceofmemorizingvocabularyandimitatingskillsrigidly,butneglectthestudents'abilitiesinanalyzingproblemsandputtingforwardinnovativesolutions.Therefore,Englishwritingteachingisaffectedbythisandmerelyattachesemphasistotrainstudents'readingandwritingskills.Therearefe

4、wstudieswhichaimatsystematicallycultivatingstudents'analysis,synthesis,summary,comparisonandreasoningskillswhiletheyarewriting.Therefore,thisstudyaimsatdesigningsomewritingstasksandteachingstrategieswhichcanbeusedtofostercollegestudents'criticalthinkingawarenessandpromotestudents'all-rou

5、nddevelopment.Accordingtosixcriticalthinkingskills,thisstudywascarriedoutbyrequiringstudentstohandinanargumentation.Allparticipantsinthisstudyarenon-Englishmajorcollegefreshmenfroma211keyuniversity.TherevisedversionofRubricforQualitativeCriticalThinkingSkillsInstrumentwasusedinthisstudy.Withquantita

6、tiveandqualitativeanalysis,writingexperimentisconductedwithinawholesemestertocollectdataconcerningstudents'learningbehavior.Reading-to-writeisusedinexperimentalclasswhiletraditionalmethodisadoptedincontrolclass.ThewritingscoresbytheexperimentalandcontrolclasswerestatisticallyprocessedbysoftwareS

7、PSS19.0.Andalsotheinterviewwaslaunchedinsomeofstudentsinexperimentalclasstoassessstudents'criticalthinkingabilitiesreflectedintheirwritings-ThefinalanalysisindicatedthatEGAPwritingmodelexertedasignificantlypositiveinfluenceinimprovingstudents'criticalthinkingskills,especiallyinarousingstuden

8、ts'writingenthusiasmandcriticalthinkingawareness.Comparedwithcontrolclass,studentsinexperimentalclassmadebigprogressinwritingcompetence.Inaddition,thisstudyputforwardsomereformproposalstotheteachingofEnglishwriting.Thestudyisofgreatvaluetoinstructstudentstoemploycriticalthinkingskillsintheirwrit

9、ing.AbstractAlargebodyofresearchhasbeenconductedontheeffectsoftechnology-enhancedEnglishvocabularylearningsincethe1960s(Marty,1981).However,noconsensushasbeenreachedyet(Choo,Lin,&Pandian,2021;Mohsen&Balakumarohsen,2021).Despitethefactthatsomenarrativereviewshaveevaluatedandexploredthesecontr

10、adictoryresults,thisstudyaimsatquantifyingtheoveralleffectivenessoftechnology-enhancedEnglishvocabularylearningwithadifferentapproachtoreview:meta-analysisandperformingin-depthmoderatoranalysesoflearningmethodandtesttypefurther.Totally,twentyeffectsizesfromthirteenpiecesofprimaryresearchareobtaineda

11、ftercollectingrelatedliteraturepublishedorunpublishedinrecenttenyearsviafourchannelsandselectingthroughthreefilters.Later,alltheprimaryresearchiscodedanddataarecomputedinrandom-effectsmodelwithsoftwareComprehensiveMeta-Analysis.Resultsshowthat:(1)TechnologyhasapositivelylargeeffectonEnglishvocabular

12、ylearningaccordingtoCohen'sstandardsasproposedin1992(g=1.26,witha95%confidentialintervalof0.86,1.66).(2)Learningmethods(intentionallearning,incidentallearning,andintegratedlearning)haveimpactsontheoveralleffectiveness.Heterogeneityexistsinthethreelearningmethods(g=9.22,p=0,01<0.05),Effectiven

13、essofintentionallearning,incidentallearningandintegratedlearningis八=0.61,g二2.14,g=0.98respectively.Incidentallearningundertechnology-enhancedenvironmentyieldsthelargesteffectivenessonEnglishvocabularylearning.(3)Testtypes(recognitiontests,recalltests,recognition+recalltests)alsohaveimpactsontheovera

14、lleffectiveness.ThethreetesttypesareheterogeneousaswellQ=17.04,p=0.000<0.05).Recognitiontests,recalltests,andrecognition+recalltestshaveeffectsizesof3.59,0.71and0.37respectively.Technology-enhancedEnglishvocabularylearningachievesthelargesteffectivenessinrecognitiontests.AbstractThepresentstudy,w

15、hichisbasedontheCompetingValuesFramework(i.e.CVF:aframeworktoidentifytheorganizationaleffectivenessandtodefineorganizationalculture),aimstoinvestigateEnglishteachers,teachingmotivationatuniversities,theirperceptionoftheorganizationalcultureinthetargetuniversity,theirprofessionalaspirationandhowtheya

16、ffecteachother.Theresearchquestionstobeaddressedareasfollows:(1)HowdotheEnglishteachersperceivetheorganizationalcultureattheirworkplace?(2)Howmucheffortwilltheteacherspayfortheirprofessionalengagementandaspiration?(3)WhatkindsofmotivationdotheEnglishteachersinthetargetuniversityappeartohave?(4)Howwi

17、lltheorganizationalcultureandthepreviousexperienceaffectteachers'motivation?Thisstudyemployedfourdifferentquestionnairesastheresearchinstruments,includingonedemographictoinvestigatequestionnaireandthreeresearchquestionnaires,i.e.thedemographicquestionnaire,theOrganizationalCultureAssessmentInstr

18、ument(i.e.theOCAI)(Cameron&Quinn,1999),theProfessionalEngagementandCareerDevelopmentAspiration-scale(i.e.thePECDA-scale)(Watt&Richardson,2021b),andtheWorkTasksMotivationScaleforTeachersTeaching(i.e.theWTMST)(Fernetetal.,2021)theabovementionedresearchquestions.Thewholeinvestigationtookroughly

19、12weeksandinvolvedthreestages:thepreparationstage,thepilotstudy,andthemainstudy.Thefindingsofthepresentstudyshowthatmostoftheteachersareintrinsicallymotivatedandwithidentifiedregulationinfluencedbytheperformancecultureandtheclanculturewhicharethedominantculturetypesofthetargetresearchsite.Resultsals

20、oindicatethattheoverseasexperienceandlengthofteachingexperienceaffectteachers'perceptionoftixeorganizationalcultureandmotivation.Theparticipantswhohaveoverseasexperiencetendtobemorewiththesenseofprofessionalism,moreintrinsicallymotivatedandbemoreconfidentwiththeircompetenceintheacademicarea;andt

21、heoneswhohavelongeryearsofteachingexperiencearewithmoreidentifiedregulationandintrojectedmotivationandaremorecommittedandmoreassuredofstayingintheeducationfield.Theparticipantsinthetargetuniversitybasicallybelongtothehighlyengagedpersisters,andthemaleteachersexpecttobetheleadership.AbstractOwingtoth

22、eeconomic,socialandacademicneedsaswellastheadvantagesofEGAP(GeneralAcademicPurposeinChineseCollegeEnglish)itself,thereexist这greatdealofnecessityandfeasibilityforapplyingEnglishforEGAPclass.ItisourunderstandingthatwritingplaysanextremelyimportantroleinthecourseofEGAPandgenreisaquiteinfluentialfactori

23、nimprovingstudents5writingcompetency.However,theinvestigationofstudents'currentwritingsituationshowsthatbeingdeeplyinfluencedbytraditionalwritingteachingmethodswhichemphasizegrammarandvocabulary;thestudentshavelittleknowledgeaboutgenreapproachtheoreticallyorsystematicallyandlacktheawarenessofgen

24、re.Becauseofthis,itbecomesnecessarytoputforwardanEnglishwritingteachingapproachwhichiseffectiveaswellasapplicabletothesituationinChinasoastoenhancetheirwritingcompetence.ThispaperfirstlygivesabriefintroductiontothedevelopingtrendofEGAPbydiscussingitsnecessityandapplicabilityinChinaandthemainviewsoft

25、woschoolsofgenretheory,thetiieoreticalfoundationandgenre-basedapproachesofthreemainschoolsofgenrestudyandpractice.Andalso,theircharacteristicsarecomparedandtheadaptabilityinChineseCollegeEGAPclassisanalyzed,basedonwhichitputsforwardamodifiedGenre-basedapproachinEGAPwritingclassinordertoenhancestuden

26、ts'genreawarenessandimprovetheirwritingskills.Toachievethis,twonon-EnglishmajorclassesoffreshmeninEastChinaUniversityofScienceandTechnology(ECUST)havebeenselectedastheexperimentalclassandcontrolledclass,andtheresearchlastsonesemester.TheGenre-basedapproachisappliedintheexperimentalclassfollowing

27、amodifiedGenre-basedapproach.Andacomparisonhasbeenmadeonthesamesubjectatthebeginningandtheendofthesemesterandthecomparisonandcontrastbetweentheexperimentalclassandcontrolledclasshavealsobeenmade.Owingtovariousfactors,suchaslearningmotivation,differentstudentsshowvariedextentofacceptancetocertainteac

28、hingapproaches.Therefore,emphasishasnotonlybeenputontheoverallchanges,butalsoontheindividualdifferences.Therearethreehypotheses:1.CanGenre-basedapproachenhancestudents'genreawareness?2.Canagenreawarenessreallyimprovestudents'writingabilityinEGAP?Ifthestudentscangetoverallimprovement,istherea

29、nydifferenceingenderandthestudentswithdiverselearningaptitudesbecauseoftheindividualdifference?Ifsomestudentsfailtoimprove,what'sthepossiblereasonbehindit?3.WillChinesestudentsacceptandadapttoGenre-basedApproach?Threesetsofdatafromsixwritingassignments,writinginfinal-termexaminationandquestionna

30、iresarecollectedandanalyzedwiththehelpofthesoftwareSPSS19.0.Andthestudyindicatesthat:(1)Genre-basedapproachhasasignificanteffectinsensitizingstudents'genreawareness,improvingholisticwritingcompetence;(2)duringthewholeexperimentalprocess,girlshaveastablesuperiorityoverboys,however,boys'improv

31、ementfluctuationiscomparativelyobvious;(3)studentsofmediumefficiencyhavethegreatestpotentialtomakebigimprovement;(4)Unavoidably,inthisresearchtherearesomestudentswhofailtogainimprovementintermsofwritingabilityorgetchangedintermsofwritingnotions,andthroughanalysisithasbeenfoundthatthemainobjectiverea

32、sonsare:thedifficultyofwritingitself,thedifferencesofcultureandwaysofthinkingbetweeneastandwest,thelimitedteachingperiod,etc.;andsubjectivereasonsmainlycomefrom:thelimitedcompetenceofstudentsthemselves,thelackofinterestinEnglishwriting,etc(5)aoverwhelmingmajorityofstudentsareliabletoacceptthisapproa

33、chandabletoadapttoitprettywell,yetacceptationisnotabsolutelyaccompaniedbyadaptation;(6)feedbackisadispensablepartinEnglishwritingteaching,andmorespecificfeedbackwillbringstrongermotivationinstudents'self-correctinganddeveloping;Intheend,theauthorpresentssomelimitationsinherresearchandhopesthatth

34、iscangivesomehintsandtipstofurtherresearchinEFLwritingclasses.AbstractIncollegeEnglishlistening&speakingclassrooms,languageandothersemioticsystemscooperatetogethertohelpstudentsconstructmeaning.Itcanbereflectedinthedesignoftextbooksandtheuseofaudios,videosandimages,etc.Thus,inthisthesis,thetheor

35、eticalfoundationisthetheoryofmultimodaldiscourseanalysis(MDA)derivedfromSystemicFunctionalLinguisticsandSocialSemiotics.TheessenceofMDAisthatothersemioticresourcessuchas:images,audios,etc.areasimportantaslanguageinthemeaning-makingsystem.VisualGrammar,AcousticalGrammarandtheintegratedframeworksofMDA

36、arethemainanalysisapproachesinthisthesis.Meanwhile,theresultsoftheteachinginvestigationandtheMDAfortextbooksarethepracticalfoundationforthemultimodalteachingdesign,providingfeasibleandeffectivesuggestionsinthisthesis.Accordingtotheresults,itcanbeconcludedthatstudentshavemoreorlessrealizedmultimodali

37、tyinthiscourseandarguethatmultimodalityshouldbeusedinmoderation;multimodalclassroomactivities,socialcontent,etc.shouldbebroughtintotheclass;teachersshouldremindstudentstopayattentiontoimages,fontschangeandothermultimodalfactorsintextbooks.Therefore,whenconductingthemultimodalteachingdesign,attention

38、shouldbepaidto:(1)Modalitiesinfluenceeachotherwithclearprioritiesinthiscourse.(2)Wordsmodalityandacousticalmodalityaretheprimarymodalities,whileothermodalitiesarejustusedastoolstoprovidesupplementaryinformationandtoimproveteachingefficiency.(3)Thechosenmodalitiesshouldprovidesupplementaryinformation

39、tomakethelearningmaterialmoreeasilyunderstoodandhelpstudentsconcentrate.Then,onthebasisoftheaboveprinciplesandthewriter'steachingexperience,asampleteachingdesignhasbeenworkedout,thenits'feasibilityandeffectivenesshavebeenverifiedbyanempiricalstudywiththemethodofinterview.AbstractDegreeadverbsplayacrucialroleindailylanguagecommunication.However,owingtotheirwidevarietiesandsimilarmeanings,itishardforlangu