2022年英語(yǔ)泛讀I大作業(yè)試卷

1、寧波大紅鷹學(xué)院-第一學(xué)期級(jí)本科英語(yǔ)專業(yè)英語(yǔ)泛讀I期末考試試卷考核方式：大作業(yè)( Term Paper)題 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 ( HYPERLINK /) 2. Bill Gates and Microsoft 3. HYPERLINK o

2、Kentucky colonel Colonel HYPERLINK o Colonel Sanders Harland Sanders and KFC 4. HYPERLINK o Charles Stewart Rolls Charles Stewart Rolls, HYPERLINK o Henry Royce Henry Royce and the Rolls-Royce () 5. Chung Ju Yung and The Hyundai Corporation ( HYPERLINK ) 6. Karl Benz and HYPERLINK t _top Daimler-Ben

3、z AG 7. HYPERLINK o Friedrich Bayer Friedrich Bayer and Bayer AG8. HYPERLINK o Henry Ford Henry Ford and The Ford Motor Company9. Mitsubishi10. Sony11. Toyota12. The Citibank13. Nasdaq14. The Federal Reserve15. The IMF16. The WTO Agreements on Trade in Goods （ HYPERLINK ）17. The OPEC 18. Alfred Nobe

4、l 19. Alexander Graham Bell 20. Leland Stanford and Stanford University 21. The Wright Brothers22. The Jews23. The Gypsies24. The Bible25. Dr. HYPERLINK o James Naismith James Naismith and Basketball ( HYPERLINK )Suggested information sources:1. Use the Google search engine to link to the desired in

5、formation on the website of Wikipedia. 2. HYPERLINK and its search engine3. HYPERLINK and its search engine4. HYPERLINK 5. The website of the very company being studied6. .com/7. HYPERLINK .com/The students may also get access to related books from libraries.要 求：（規(guī)定中需寫明上交旳截止時(shí)間） I. Learn to access va

6、rious 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 your es

7、say 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 capital f

8、acts); 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 bibliogra

9、phy)The format of your research paper is given in the post script. V. The Paper should be turned in before Dec.30,.評(píng)分原則：（寫明各項(xiàng)分值，總分值為100分）英語(yǔ)資料收集（提供至少3篇有關(guān)主題文章或3類資料來(lái)源）：15%2. 論文基本格式： 15%論文內(nèi)容： 40%論文內(nèi)容旳邏輯與條理性：10%論文所體現(xiàn)旳作者（學(xué)生）英語(yǔ)語(yǔ)言水平：20%P.S. : The format of the research paper for the extensive reading course

10、 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 are encouraged to b

11、ecome 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 be taught and can f

12、acilitate 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 consideration.Key Words: le

13、arner 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 learner-centered one that

14、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 comes from the Greek

15、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 strategies are now referred

16、as “techniques”, “l(fā)anguage 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 referring to reading he s

17、ays 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 practice and use, automat

18、ic. 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 have attempted to defin

19、e 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“l(fā)earn to learn”. In other words, they aim at finding out whether change in strat

20、egy 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 significant effect on his/h

21、er 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 through appropriate inst

22、ruction 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 of learner strategi

23、esInterventionist 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 use ( OMalley & Cha

24、mot 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, when and why strateg

25、ies 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 takes in new language material, encodes it, and transforms it to make it usable for actual communication”(Oxford & Cohen, in Cohen 1997). I