Luận văn Nghiên cứu đổi mới phương pháp dạy viết luận cho học viên chứng chỉ toefl

The ten-step essay teaching procedure was experienced in 3 classes of total 30 students. After taking an investigation into what the learners’ opinion on writing lessons and what activities their teachers often did and what they enjoyed, the researcher wanted to experiment an alternative approach to teaching writing. By collecting 20 checklists from students’ writing and the learning logs that the researcher noted down during the course, there were three main points discussed for efficiency of the checklist: content, clarity and mechanics (punctuation and spelling). Analysis of the strong and weak points of the experimental approach was drawn from the comparison of 10 initial checklists and 10 final ones from the same studied subjects. Motivation and students’ attitude change in writing skill would be noted from the learning logs.

The ten-step essay teaching procedure was experienced in 3 classes of total 30 students. After taking an investigation into what the learners’ opinion on writing lessons and what activities their teachers often did and what they enjoyed, the researcher wanted to experiment an alternative approach to teaching writing. By collecting 20 checklists from students’ writing and the learning logs that the researcher noted down during the course, there were three main points discussed for efficiency of the checklist: content, clarity and mechanics (punctuation and spelling). Analysis of the strong and weak points of the experimental approach was drawn from the comparison of 10 initial checklists and 10 final ones from the same studied subjects. Motivation and students’ attitude change in writing skill would be noted from the learning logs.

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