美国北卡罗来纳代写:教学结果

Keywords:美国北卡罗来纳代写

在这项研究中，两个教学方面发生的结果。一个是ESL教师培训的角度来教学相关条款，另一种是考虑学习风格的台湾ESL学习者在网上课堂环境。这两种观点将在以下的教师认知研究方面的段落解释。对这一开创性的研究结果的第一视角，提供教学相关条款的语料库，发现英语语法教师培训的几个问题。第一个含义是，ESL教师培训课程不应想当然地认为，在职英语教师将获得的能力，教语法使用基于语料库的材料。本研究结果发现，教师的参与者往往避免使用DDL融入教学。一个可能的原因，因为以往的研究已经说明，无论是母语和非母语的英语老师被发现没有足够的语言和语法的意识和能力，进而影响适当的语言输入，为学生提供他们的教学方法（安德鲁斯，1999年b，2001，2003b；博格，2001）。这也暗示了英语教师在英语教学中应如何运用语料库为基础的语言和教育训练实践。因此，教师的认知可以升级和增强以适应高效教学使用DDL和基于语料库的材料。
美国北卡罗来纳代写:教学结果
In this study, two pedagogical aspects occurred within the results. One is the perspective of ESL teacher training for teaching relative clauses; the other is the consideration of learning styles of Taiwanese ESL learners in an online classroom environment. These two perspectives will be explained in the following paragraphs in terms of the study of teachers' cognitions.The first perspective of the findings of this pioneering study, which sheds light on teaching relative clauses by corpus-based materials, discovered several implications for ESL English grammar teacher training. The first implication is that ESL teacher training courses should not take for granted that in-service English teachers will have acquired abilities to teach grammar using corpus-based materials. The results of this study found that the teacher participants tended to avoid applying DDL into their teaching. One of the possible reasons, as previous research has illustrated, is whether the native and non-native English teachers were discovered to have inadequate linguistic and grammatical awareness abilities, thereby affecting their teaching methodologies in the provision of appropriate linguistic input for their students (Andrews, 1999b, 2001, 2003b; Borg, 2001). This also implied that English teachers require a wide range of specific linguistics and educational training practices regarding how to utilize corpus-based materials in their English teaching. Hence, teachers' cognitions could be upgraded and enhanced in order to adjust to efficient teaching using DDL and corpus-based materials.