菜单
  
    11

    3.5 Procedure 12

    3.5.1 Baseline 12

    3.5.2. Intervention 13

    4. Results and Discussion 15

    4.1 Results and Discussion of Research Question One 15

    4.2 Results and Discussion of Research Question Two 16

    4.3 Results and Discussion of Research Question Three 18

    5. Conclusion 20

    5.1 Major Findings and Implications 20

    5.2 Limitations and Future Expectations 21

    References 22

     1. Introduction

    According to the New National Curriculums, after graduating from primary school, students are supposed to have the abilities to read short stories with pictures and write short sentences by providing pictures or vocabularies hints. However, after three-year English learning in junior middle school, there is a higher demand for their reading and writing abilities. They are supposed to use different reading strategies and grasp the main idea of a long passage. As for writing, they are able to write a short passage about 120 words to express their ideas by using some common conjunctions in a logical way. On the other hand, during junior middle school, in terms of speaking and listening abilities, students also face a big challenge (中华人民共和国教育部, 2011). Obviously, there is an urgent need for junior middle school students to develop their literacy and oral skills to close the gap between English learning in primary school and junior school.

    Making a general survey of English teaching among junior middle schools all over the countries, it is a common mistake to separate language skills for most of the English teachers in their teaching. They always focus on one skill and ignore the others in their class. However, just as the New National Curriculums mentioned, the ultimate goal of our English teaching is to develop students’ communicative competences. Therefore, students are asked to integrate all the language skills and teachers should pay more attentions to students’ integrated abilities of English. Finding a new way to integrate all the language skills in nowadays English class is quiet significant to cater to the requirements of the New National Curriculums. 

    As we known, oral language, also named as conversational language, is the language spoken between two persons in order to convey emotions and information which is highly contextualized. You even needn’t be fully embedded in the language itself (Petersen, 2011). Conversely, literate language is decontextualized and topic centered. The key point of this problem is to find a something to connect these two different parts. According to Westby’ book, narrative discourse combines familiar dialogue with decontextualized literate language features, which can link the conversational language and literate language by making up their differences (Westby, 2005). In this study, students firstly listen to the story, and then they are asked to retell the story. During the activity, students’ listening skills, reading skills, speaking skills and even writing skills (if they are asked to write down their retelling) are practiced in the same time. So it is not hard for us to conclude that narrative retelling is a good activity to combine different language skills in English class by linking the conversational language and literate language and making up their differences. 

    Reviewing the preview researches, it is not difficult for us to find that the development of narrative skills plays a critical role in later academic achievement and success, because there is a strong association among narratives, literate language and academic performance. Therefore, developing young children’s narrative skill is quiet important for improving their literacy skills. Numerous researches have examined whether offering intervention of targeting language of narratives can improve narrative skills. Most of the researches have indicated that narrative interventions on story retelling can improve native speakers’ narrative skills. (Spencer and Slocum, 2010; Adlof et al., 2014). And different language interventions in the context of narratives may have effects on different aspects of narrative skills (Boudreau, 2008; Petersen, 2011). In other words, preview researches have made a lot of effort to prove the point that narrative retelling interventions can improve native speakers’ narrative retelling skills. The effect is more significant in developing their narrative macrostructure skills. And there is a possibility for them to develop narrative microstructure skills with narrative interventions.

  1. 上一篇:从功能主义角度分析中国武术类电影标题的翻译
  2. 下一篇:美国电影中师生关系的研究《蒙娜丽莎的微笑》《死亡诗社》《生命因你而动听
  1. 中西方英雄主义对比以孙悟空和哈利波特为例

  2. 中英跨文化商务谈判的冲突及对策

  3. 从功能对等角度看旅游景点中公示语的英译

  4. 中英颜色词的文化对比分析以红白为例

  5. 变译论视角下《复仇者联...

  6. 中英婚俗文化对比

  7. 中美拒绝言语行为及策略对比研究

  8. 三氯乙酸对棉铃对位叶光...

  9. 聚合氯化铝铁对磷吸附特性的研究

  10. 德语论文德语汽车技术词汇中的名词特点

  11. 公示语汉英翻译错误探析

  12. GC-MS+电子舌不同品牌的白酒风味特征研究

  13. 地方政府职能的合理定位

  14. 应用于ITSOFCs的浸渍电极制备与性能研究

  15. Floyd佛洛依德算法详细解释

  16. 张家港万吨级散货码头主体工程设计+CAD图纸

  17. 黑白木刻版画中的技法表现

  

About

751论文网手机版...

主页:http://www.751com.cn

关闭返回