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英語研究論文讀寫教程（簡體書）
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系列名：通用學術英語讀寫系列教材
ISBN13：9787302332275
出版社：清華大學出版社(大陸)
作者：張為民; 張文霞; 龐紅梅; 楊莉
出版日：2013/09/18
裝訂／頁數：平裝／294頁
規格：23.5cm*16.8cm (高/寬)
版次：1
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商品簡介
本書是“通用學術英語讀寫系列教材”中的第四部。教材以提高學生英語學術研究論文讀寫能力為目標，精心挑選閱讀素材，巧妙安排各單元的寫作重點，循序漸進幫助學生了解研究論文的基本框架、寫作原則和寫作技巧，最終使學生能獨立完成以IMRD格式為標準框架、以APA格式為基本要求的英語研究論文寫作任務。
本教材根據研究論題進行分類，共包括四大主題：對剽竊的理解、語言學習中字典的使用、跨文化交際和EFL寫作。每個主題包括主題導引、兩篇相關論文和一個補充閱讀。其中兩篇論文是重點學習內容，每篇文章即為一個單元，各單元都設計了學習目標、論文閱讀、詞匯表、課后練習和寫作重點五個部分。
名人/編輯推薦
《通用學術英語讀寫系列教材:英語研究論文讀寫教程》針對有較好學術英語基礎、同時有完成學術論文讀寫需要的本科生和研究生。教材內容與教學實踐的各個環節密切結合，適合一個學期的完整教學。
本教材采用各學科通用的IMRD研究論文寫作框架，讓學生突破學科障礙完成真實的項目寫作，同時可以讓學生關注到各個學科之間寫作實踐中的細微差別。
本教材采用各學科通用的IMRD研究論文寫作框架，讓學生突破學科障礙完成真實的項目寫作，同時可以讓學生關注到各個學科之間寫作實踐中的細微差別。
目次
Topic One Plagiarism
Topic Two Dictionary Use in English Learning
Topic Three Culture Adaptation
Topic Four EFL Writing
Appendix Glossary
書摘/試閱
As for the post-tests, multiple-choice tests were prepared in which the participantswere asked to choose a Korean equivalent among 4 alternatives (See Appendix B). Amultiple-choice test which can measure the receptive knowledge of the words wasconsidered appropriate to measure the retention of the words gained incidentally fromreading, since the probability that the participants can gain word knowledge at theproduction level at one exposure is very low. The immediate test and the delayed testcontained the same items, but in a scrambled order.
2.3 Procedure
The experiment consisted of the pretest, the main session and the delayed test. Allthe sessions were held during the regular class time and in the regular classrooms withthe cooperation of an instructor in charge of the two classes in May 2003.
Before reading the text, the pretest was administered to measure the pre-knowledgeof the target words in the presence of the researcher. Based on the result, 14 target wordsthat more than 90% of the respondents did not know were chosen.
In the main session, the participants of the paper group were provided with SisaElite English-Korean dictionaries in the classroom. Meanwhile, the participants of thecomputer group participated in the experiment in a computer lab where they couldaccess the same version of the dictionary through the computer. First, the students wereinstructed to read the printed text for a comprehension test. The vocabulary test was notannounced so that the condition was conducive to incidental vocabulary learning. Therewas no time limit, but they were advised to read the text within 15 minutes. They wereallowed to consult dictionaries as much as they needed. However, they were asked tounderline the words they looked up in the dictionary. After they finished their reading, thereading comprehension test was administered. Then, an unannounced vocabulary testwas given. Finally, the participants were asked to respond to the questionnaire. Two daysafter the main session, a delayed unannounced vocabulary test was given in the presenceof the researcher.
