| The author,having been engaged in English teaching for vocational colleges since 2011,has found that the regular English teaching always spends most of the time in the analysis of the text structure and content of the article,as well as the explanation of grammar,vocabulary and phrases in the text,while such input does not help.When writing,students still focus on the translation method,which inevitably leads to the intangibility of language.The purpose of this study is to break through such methods that students are familiar with,to explore effective teaching way for English writing in vocational colleges,and to lead students from acquiring language knowledge to cultivating language comprehensive application ability,and exploring suitable writing applied mode.The author hopes to explore the following three questions through the research:1)Do higher vocational students have formulaic language accumulation awareness during their daily writing?2)Can the formulaic language-assisted writing instruction improve students' writing level?3)Do students accept the application of formulaic language actively in writing instruction?Based on input and output theories and discourse analysis theory,this study will introduce formulaic language into English writing teaching,make full use of Chinese students' good memory to improve their input and output ways.Through specific operational steps,and improving students' interest and ability in English writing step by step,this experiment helps overcome their fear of English writing,and use language naturally.This study involves two third-year international classes of the five-year vocational nursing students,which are class 16-1,the experiment class,and class16-2,the control class.During the teaching process,the experiment class adopts the way of formulaic language-assisting language teaching,and the control class uses the traditional writing teaching method.The research uses qualitative research methodsand quantitative research methods.Qualitative research methods include literature,experimental,observation,and interview.Quantitative research methods include test methods and questionnaires.The questionnaires,interviews and tests are divided into two parts,before and after the experiment.The first questionnaire was to understand the attitudes,situation and language accumulation ways of the students.The second questionnaire was to understand whether the two classes of students had made changes after different English writing teaching practices for the formal three aspects.The interviews are mainly for the teaching class,which mainly compares the acceptance of formulaic language and the cognitive changes of English writing before and after teaching.The test method is a comparative analysis.It is divided into three aspects: 1)comparison of scores of pre-test between the teaching class and the control class;2)comparison of scores of after-test between the teaching class and the control class;3)comparison of scores pre-test and post-test inf teaching class.According to different research methods,the following conclusions are obtained :1)From the pre and post questionnaire data,it can be concluded that vocational students have no formulaic language awareness in daily language accumulation,but the students from the experimental class can understand and accept this concept after short-term teaching.They began to pay attention to formulaic language in daily learning,and were willing to use it in writing2)By comparing the pre and post writing scores,it can be concluded that the introduction of formulaic language into writing instruction in experimental class do help students improve their English writing skills3)Formulaic language has a certain positive effect in writing teaching.It can improve students' writing interest and confidence,and it has a positive attitude towards English writing... |
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