英国布莱顿论文代写:教学相关条款

Keywords:英国布莱顿论文代写

本研究发现，教师参与的教学相关条款的认知结构的影响，他们以前的教师培训。然而，他们的教学的认识大多是由他们的个人实践知识，他们的教育和专业经验，语言学习者和教师的课堂经验，持续，尤其是在英语教学环境的独特的社会教育环境。这项研究评估了认知四ESL教师教学决策在语法教学中的相关条款通过材料在线语料库教。结果表明，这些教师，尽管他们的文化差异，保持教学的相关条款，同样的方法，结果表明，有没有明确的方法论和教学语法在线的教学首先可以反映一个数学归纳法和演绎法的自发转移到。鉴于在网上英语课堂设置成人教学语法的具体情况下，教师没有认识到采用演绎方法的不足之处。从学习者的角度，参与教师的语法教学实践始终被描述为一些原则，被纳入由更少的语法规则需要学习，需要理解的简单解释，更多的例子，需要注意的是，和更多的活动去实践。博格研究（1999a）支持本研究，侧重于语法教学环境，改善我们目前理解的正规教学揭示的不仅仅是老师的事，但也提供了洞察这些实践的认知基础”（Borg，1999a：28-29）。因此，提高语言教师教育及其研究，而不是语言教师认知的研究，有针对性的建议最好的语言教学方法。
英国布莱顿论文代写:教学相关条款
This study found that the cognitive constructions of teacher participants with regard to teaching relative clauses were influenced by their previous teacher training. However, their teaching cognitions were mostly shaped by their personal practical knowledge, their educational and professional experiences as language learners and teachers, on-going classroom experiences, and specifically, the unique socio-educational contexts in the ESL teaching environment.This study evaluated the cognition of four ESL teachers' instructional decisions on grammar teaching in a context where relative clauses are taught by online corpus-based materials. The results indicate that these teachers, despite the differences in their cultures, maintained a similar methodology in teaching relative clauses, It was shown that there is no definite methodology for teaching grammar online and that the teaching can first reflect an inductive approach and spontaneously transfer into a deductive approach. Given the specific context of teaching grammar to adults in an online English class setting, the teachers did not recognise the inadequacy of employing deductive approaches. From the aspect of the learners, the teacher participants' grammar teaching practices could consistently be described as some principles that were incorporated by less grammar rules to be learned, simple explanations to be understood, more examples to be noticed, and more activities to be practiced. The study of Borg (1999a) supports the present study, which focuses on grammar pedagogical contexts, improving 'our current understandings of formal instruction by shedding light not only on what teachers do, but also providing insight into the cognitive bases of these practices' (Borg, 1999a: 28-29). Hence, raising implications of language teacher education and its research, rather than language teacher cognition research, is targeted at suggesting the best language teaching methodology.