中国的大学英语教学的整体形势不容乐观。由于大容量的类,类紧,教学内容,导致许多老师太忙和耗时的,并且很难看到结果的写作教学,创造了以大学英语教学是最薄弱的环节之一。
Chapter One Introduction引言
1.1 Background of the study探讨背景
在中国大陆,大学英语(CE)是必修课,持续而龙湖大部分的大学生。然而,存在一个通用的问题在目前CE教学和学习,即大量的投资几乎没有生产,其中写作始终是最贫穷的部分In mainland China, College English (CE) is a compulsory course which lasts rather longfor most of the college students. However, there exists a general problem in the current CEteaching and learning, i.e. large amounts of investment with little production, among whichwriting is always the poorest part. the author’s point of view, the reasons for this are asfollows: For one thing, with the increasing enrollment of college students, most of the CEclasses are rather large. And with so many students to instruct and considerably large amountsof teaching contents, most of the teacher of CE usually pays little attention to the teaching ofEnglish writing which generally takes great efforts and a lot of time. For another, thetest-oriented Education still has its influence which forces most of the teachers and students toattach great importance to the input of English language knowledge while neglecting theEnglish output practice. Owing to such negative attitudes towards English writing andinsufficient writing motivation, an overwhelming majority of the college students, according tothe author’s observation, have little self-confidence in English writing and their self-esteemlevels are generally quite low, let alone making full use of all kinds of writing strategies. So wecan see the above analysis that without sufficient writing output practice and writingautonomy, college students’ English writing seems to be far satisfactory.“The College English Curriculum Requirements” issued in 2017 by the Department ofHigher Education in the Ministry of Education of the People’s Republic of China clearlyemphasized the importance of cultivating English autonomous learning ability in teachingpractice to help students to know how to learn so as to form habits of life-long learning. As oneof the basic skills that language learners should acquire, English writing represents learners’comprehensive mastery of the English language, and should have long been focused as asignificant part of English teaching activities. While writing autonomy is closely related towriting according to some scholars, how CE teachers can help students to cultivate theirwriting autonomy in a fairly large English class will be the major focus of the author. Since weare in a time when ‘the philosophy of learning and teaching has changed to the one, which ismore interactive and communicative, and less static and teacher-centered’ (Cohere and Weaver,1998; cited O’Malley, 2017: 86), the discussion of how to help students’ learn to writeautonomously and effectively in the present thesis is of great significance.
1.2 Rationale of the study探讨基本原理
Learner autonomy is a modern learning philosophy mainly d on humanism and thecognitive psychology; besides, it is also one of the most important researching subjects in theapplied linguistics nowadays. Many researches on learner autonomy home and abroad haveindicated that it is critical for the acquisition of foreign language, so it is significant for CEteachers to cultivate students’ awareness and ability of autonomous learning. Besides, manyscholar，英语论文，英语论文
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