2023年英语泛读I大作业试卷

宁波大红鹰学院2023-2023学年第一学期2023级本科英语专业《英语泛读I》

期末考试试卷考核方式：大作业(TermPaper)题目：Wrileanessayabout1000wordsinEnglishstudyingoneofthefollowingsubjects.Thetitleofyouressaymaybeasfol1ows:AnExtendedReadingandStudyon...SamWaltonandWal-Mart(/)Bi11GatesandMicrosoftColone1HarlandSandersandKFC.CharlesStcwartRo11s,HenryRoyceandtheRolls-Royce()ChungJuYungandTheHyundaiCorporation()KarIBenzandDaimler-BenzAGFriedrichBayerandBayerAGHenryFordandTheFordMotorCompanyMitsubishi0.SonyToyotaTheCitibank13.Nasdaq14.TheFederalReservc15.TheIMFTheWT0AgreementsonTradeinGoods()TheOPECAlfredNobel9.AlexanderGrahamBellLelandStanfordandStanfordUniversityTheWrightBrothers2.TheJews.TheGypsies.TheBible5.Dr.JamesNaismithandBasketba11()Suggestedinformationsources：UsetheGooglesearchenginetolinktothedesiredinformationonthewebsiteofWikipedia.anditssearchengineanditssearchengine.T/7..com/ThestudentsmayaIsogetaccesstorelatedbooksfromlibraries.

求：（规定中需写明上交的截止时间）I.Learntoaccessvarioussourcesofinformationforanintendedstudy.II.Learntoreadextensive1yaboutandconductadiffereII.LearntoreaddifferedifferesubjectastudyonadesiredIII.Collectfirstofalntsourcesofndsubmitthemtosubject1at1eastorinformationtheteacherfield.articlesor3onthechosenbeforeyouwritedifferesubjectastudyonadesiredIII.Collectfirstofalntsourcesofndsubmitthemtosubject1at1eastorinformationtheteacherfield.articlesor3onthechosenbeforeyouwriteyouressaybecauseyouwillbegradedonthatwork.eurandhisbTfyourstudyanentreprenusiness,itisadvisableforyourpapertoincludethefo11owingpartssubtitledas：1.Lifestoryoftheentrepreneur;eurandhisb.Startingabusiness；3.Developmcntofthecompany(incudingtechnologica1andcapitaifacts);4.BranchesinChina(ifthecompanydocshavebranchesinChina);5.Reflectiononthesuccessfuldevelopmentofthecompany.Yourpapershouldinelude：1.Atitie2.anabstract3.3—5keywordThebodyoftheessay（includingseveralpartswithsubtit1es）References（orbib1iography）Theformatofyourresearchpaperisgiveninthepostscript.V.ThePapershouIdbetumedinbeforeDec.30,2023.评分标准：（写明各项分值，总分值为100分）.英语资料收集（提供至少3篇相关主题文章或3类资料来源）:15%.论文基本格式：15$.论文内容：40%.论文内容的逻辑与条理性：10%.论文所体现的作者（学生）英语语言水平：20%P.S・:TheformatoftheresearchpaperfortheextensivereadingcourseIforGrade2023.OntheTeachabi1ityofLearnerStrategiesi

nELTFangDengkeC1ass4,Grade2023Co11egeofForeignLanguagesNingboDahongyingUniversityAbstract:LearnerstrategiesareofcrucialimportanceinESL/EFLlearningandteaching.Theimportance1iestothefactthatlearnersareencouragedtobeeomeautonomouslanguagelearnersbyself-evakiatingtheir1earningandself—directingtheprocessoflanguagedevelopment.Moreeffective1eamersdifferfromlesseffectiveonesinthattheyusemorestrategiesandingreatervariety.Researchshowsthat1earnerstrategiescanbetaughtandcanfacilitatelanguagclearningifanumberoffactors,suchastheexplicitnessofthestrategyinstruction,theindividualdifferencesofthelearners,theappropriatenessoftheteachingmaterials,theteachertrainingonthestralegyinstructionetc.shou1dbetakenintoconsideration.KeyWords：1earnerstrategies;strategyinstruction;teachabi1ity.IntroductionItwastheadventofthecommunicativeapproachandtheshiftitbroughtinthephi1osophyofthesecondandforeignlanguagelearningfromastaticandteacher-ccntcrcdapproachtoamorecommunicativeandlearner-centeredonethatledbothacademicsandpractitionerstolookintothestratcgies1earnersusesoastobetteracquirethesecondorforeignianguage,thatisLearnerstrategiesLittleconsensushasbeenreachedinthe1iteratureastowhatconstitutesthetermstrategy.Origina1ly,strategycomesfromtheGreekwordstrategia,whichisdirectlyre1atedtotheconceptofwar,thusitsmaincharacter!sticsimplyplanning,consciousmanipulationandmovementtowardsagoa1(Oxford1990).Inthelanguagelearningdifferentauthorshaveinterpretedthesameterminvariousways,sostrategiesarenowreferredas“techniques”,“languagelearningbehaviours”，“tactics","problemsolvingprocedures"and"cognitiveabilities”.Moreover,theconsciousnessornotofthestrategicchoiceisanotherpointofcontroversy.McDonough(1995)statesthatnotallstrategiesareconscious.Byreferringtoreadinghesaysthatcertainstrategiesthatinvolvetop-downfeaturesarc1edtoconsciousreviewwhereasothersthatinvo1vebottom-upprocessesarenot.Oxford(1990),Cohen(1998),ChamotandOpMalley(1990)arguethatstrategiesgottenconsciouslycanbecome,afterextensivepracticeanduse,automatic....Descriptiveandinterventioniststudies1DescriptivestudiesAccordingtoMcDonough(1995),researchon1anguageIearningstrategiesfal1sintodescriptivestudiesofstrategyuseandinterventioniststudiesofprogrammesofstrategyinstruction.Descriptivestudieshaveattemptedtodefinethefeaturesofthegood1anguage1earnersandtobuildataxonomyoflearningstrategies.TOC\o"1-5"\h\z2InterventioniststudiesInterventioniststudieshavesoughttofindouttowhatextentteachertrainingcanaidstudentslo"1earnto1earnInotherwords,theyaimatfindingoutwhetherchangeinstrategyusecanresultinimprovedlanguagecompetence(Macaro2023).Someinierventionisistudiescarriedoutonlistening,speakingandcommunicationstrategieshaveindicatedthatstrategytraining,especiallywhenitiscarriedoutatthelearncr'sbeginning1eveIs,canhaveasignificanteffectonhis/hermotivation(Cohen1998)....3.3ModeIsforexplicitstrategytrainingTheabove-mentionedinterventioniststudiesshowthatexplicitstralegytrainingcanresulttosomeimprovementinthelanguagelearning.However,systematicinstruetionandreinforcementofthestrategiesIhroughapproprialeinstructionmode1sanddaily1anguagetasksarenecessarysothatthestudentscanbecomeaccustomedtotheuseofthestrategies.Hence,PearsonandDole(1987),Oxford(1990),andChamotandO,Malley(1990)haveintroducedthreedifferentinstructiona1frameworks.4.Theteachabi1ityof1earnerstrategiesInterventioniststudiesshowthattheattemptstoteach1earnerstouseleamingstrategieshaveproducedpositiveoutcomes.Quiteanumberoflearnersreceivingstrategytraininghaveshowngreaterimprovementinlanguageperformancethanthosewhowerenottrainedinstrategyuse(O'Malley&Chamot1990;Oxford1990,2023;McDonough1995,1999；Cohen1998).Inotherstudies,....1Instructionshouldbeexp1icitandintegratedintotheinstructionalplanAlmosta11authorsagreeonthefactthatstrategyinstructionshouldbeexplicit.The1earnersshouldbemadeawareofhow,whenandwhystrategiescanfaci1itatetheir1earning.InastudycarriedoutbyVogely(1995,inCohen1998),itwasshownthat....2Individua1differencesshouIdbetakenintoconsiderationLearners'awarenessrefersto“thelearner'sunderstandingofhis/herownstrategyapp1ications——howhe/shetakesinnew1anguagematerial,encodesit,andtransformsittomakeitusab1eforactualcommunicalion”(Oxford&Cohen,inCohen1997).It