2023年英语泛读I大作业试卷

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1、宁波大红鹰学院-第一学期级本科英语专业英语泛读I期末考试试卷考核方式：大作业( Term Paper)题 目：Write an essay about 1000 words in English studying one of the following subjects. The title of your essay may be as follows: An Extended Reading and Study on. 1. Sam Walton and Wal-Mart (/) 2. Bill Gates and Microsoft 3. Colonel Harland Sanders

2、 and KFC 4. Charles Stewart Rolls, Henry Royce and the Rolls-Royce () 5. Chung Ju Yung and The Hyundai Corporation () 6. Karl Benz and Daimler-Benz AG 7. Friedrich Bayer and Bayer AG8. Henry Ford and The Ford Motor Company9. Mitsubishi10. Sony11. Toyota12. The Citibank13. Nasdaq14. The Federal Reser

3、ve15. The IMF16. The WTO Agreements on Trade in Goods （ ）17. The OPEC 18. Alfred Nobel 19. Alexander Graham Bell 20. Leland Stanford and Stanford University 21. The Wright Brothers22. The Jews23. The Gypsies24. The Bible25. Dr. James Naismith and Basketball ( )Suggested information sources:1. Use th

4、e Google search engine to link to the desired information on the website of Wikipedia. 2. and its search engine3. and its search engine4. 5. The website of the very company being studied6. .com/7. .com/The students may also get access to related books from libraries.要 求：（规定中需写明上交旳截止时间） I. Learn to a

5、ccess various sources of information for an intended study. II. Learn to read extensively about and conduct a study on a desired subject or field. III. Collect first of all at least 3 articles or 3 different sources of information on the chosen subject and submit them to the teacher before you write

6、 your essay because you will be graded on that work. IV. If your study an entrepreneur and his business, it is advisable for your paper to include the following parts subtitled as: 1.Life story of the entrepreneur; 2. Starting a business; 3. Development of the company ( including technological and c

7、apital facts); 4. Branches in China (if the company does have branches in China); 5. Reflection on the successful development of the company. V. Your paper should include: 1. A title 2. an abstract 3. 3-5 key words 4. The body of the essay (including several parts with subtitles) 5. References (or b

8、ibliography)The format of your research paper is given in the post script. V. The Paper should be turned in before Dec.30,.评分原则：（写明各项分值，总分值为100分）1. 英语资料搜集（提供至少3篇有关主题文章或3类资料来源）：15%2. 论文基本格式： 15%3. 论文内容： 40%4. 论文内容旳逻辑与条理性：10%5. 论文所体现旳作者（学生）英语语言水平：20%P.S. : The format of the research paper for the exte

9、nsive reading course I for Grade . On the Teachability of Learner Strategies in ELTFang DengkeClass 4, Grade College of Foreign LanguagesNingbo Dahongying UniversityAbstract: Learner strategies are of crucial importance in ESL/ EFL learning and teaching. The importance lies to the fact that learners

10、 are encouraged to become autonomous language learners by self-evaluating their learning and self-directing the process of language development. More effective learners differ from less effective ones in that they use more strategies and in greater variety. Research shows that learner strategies can

11、 be taught and can facilitate language learning if a number of factors , such as the explicitness of the strategy instruction, the individual differences of the learners, the appropriateness of the teaching materials, the teacher training on the strategy instruction etc. should be taken into conside

12、ration.Key Words: learner strategies; strategy instruction; teachability1. IntroductionIt was the advent of the communicative approach and the shift it brought in the philosophy of the second and foreign language learning from a static and teacher-centered approach to a more communicative and learne

13、r-centered one that led both academics and practitioners to look into the strategies learners use so as to bett er acquire the second or foreign language , that is 2. Learner strategiesLittle consensus has been reached in the literature as to what constitutes the term strategy.Originally, strategy c

14、omes from the Greek word strategia, which is directly related to the concept of war, thus its main characteristics imply planning, conscious manipulation and movement towards a goal (Oxford 1990). In the language learning diff erent authors have interpreted the same term in various ways, so strategi

15、es are now referred as “techniques”, “language learning behaviours”, “tactics”, “problem solving procedures”and “cognitive abilities”. Moreover, the consciousness or not of the strategic choice is another point of controversy. McDonough ( 1995 ) states that not all strategies are conscious. By refer

16、ring to reading he says that certain strategies that involve top-down features are led to conscious review whereas others that involve bottom-up processes are not . Oxford ( 1990 ), Cohen (1998 ), Chamot and OpMalley ( 1990 ) argue that strategies gotten consciously can become, after extensive pract

17、ice and use, automatic. 3. Descriptive and interventionist studies3.1 Descriptive studiesAccording to McDonough ( 1995 ), research on language learning strategies falls into descriptive studies of strategy use and interventionist studies of programmes of strategy instruction. Descriptive studies hav

18、e attempted to define the features of the good language learners and to build a taxonomy of learning strategies .3.2 Interventionist studiesInterventionist studies have sought to find out to what extent teacher training can aid students to“learn to learn”. In other words, they aim at finding out whe

19、ther change in strategy use can result in improved language competence (Macaro ) .Some interventionist studies carried out on listening, speaking and communication strategies have indicated that strategy training, especially when it is carried out at the learners beginning levels, can have a signifi

20、cant effect on his/her motivation (Cohen 1998). 3. 3 Models for explicit strategy trainingThe above-mentioned interventionist studies show that explicit strategy training can result to some improvement in the language learning. However, systematic instruction and reinforcement of the strategies thro

21、ugh appropriate instruction models and daily language tasks are necessary so that the students can become accustomed to the use of the strategies. Hence, Pearson and Dole (1987), Oxford (1990), and Chamot and OMalley (1990) have introduced three different instructional frameworks.4. The teachability

22、 of learner strategiesInterventionist studies show that the attempts to teach learners to use learning strategies have produced positive outcomes. Quite a number of learners receiving strategy training have shown greater improvement in language performance than those who were not trained in strategy

23、 use ( OMalley & Chamot 1990; Oxford 1990, ; McDonough 1995, 1999; Cohen 1998). In other studies, 4.1 Instruction should be explicit and integrated into the instructional planAlmost all authors agree on the fact that strategy instruction should be explicit. The learners should be made aware of how,

24、when and why strategies can facilitate thei r learning. In a study carried out by Vogely (1995, in Cohen 1998), it was shown that 4.2 Individual differences should be taken into considerationLearners awareness refers to“the learners understanding of his/ her own strategy applications how he/she take

25、s in new language material, encodes it, and transforms it to make it usable for actual communication”(Oxford & Cohen, in Cohen 1997). Its degree is considered 6. ConclusionThis paper has provided an overview of the theoretical considerations regarding learner strategies and their teachability. A num

26、ber of views were presented as to whether learning strategies can be t aught and in what degree they can aid and enhance learners language performance. The view taken is that learner strategies can be taught and can facilitate language learningBibliography1 Borko H, Bernier C L.& Tony B. Indexing co

27、ncepts and methodsM. New York: Academic Pr.,19782 Hewit J A. Technical Services in 1988J.Library Resources and Technical Services, 1984 (4)3 Huges B. & Emily H. Teaching English in Big ClassesN.Washington Post, , 12, 244 李庭芗.英语教学法M.北京:高等教育出版社,1983:475 刘国君,王绍业,李刚.图书馆管理学（第二版）M.北京:人民教育出版社,19996 赵君俞.略论辛亥革命N.光明日报,1998.3.24:(4)(阐明：参照文献既有中文，又有英文时，英文参照文献排在前，按字母次序排列；中文参照文献排在后，按汉语拼音次序排列。)