翻转课堂模式在中国大学英语口语教学中的实验研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-08-26编辑:lgg点击率:10761
论文字数:38596论文编号:org201708191500419007语种:英语 English地区:中国价格:$ 66
关键词:大学英语教学论文翻转课堂口语本土化
摘要:本文是大学英语教学论文,本研究旨在验证翻转课堂模式在中国大学英语口语课堂中的有效性,即该模式是否有助于提高学生的英语口语水平和自主学习能力,并探究学生对翻转课堂教学模式的态度。
ication of flipped classroom model in China.
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Chapter Two Literature Review
The college spoken English teaching in China has changed and developed through the years, so there are lots of achievements. However, certain problems still exist in spoken English teaching and learning. Therefore, a new teaching method is necessary to change this current situation. Flipped classroom model is a fairly new teaching model in China, while the study of it has gone through more than ten years. There are many theoretical and experimental studies of flipped classroom model in different countries. In the following parts, the current situation of college spoken English teaching as well as the studies of it are presented. Furthermore, the studies of the definition, origin and development, characteristics of flipped classroom model are focused on.
2.1 Chinese College Spoken English Teaching
The spoken English teaching in China has gone through several years, so students’ spoken English proficiency has been improved on a large scale. While, the current situation of spoken English teaching is far from satisfactory and there are certain problems to be considered and solved. Firstly, the common phenomenon existing in college English teaching is that students lack the learning interest of spoken English, so their learning initiative and class participation are deficient. Learning interest plays an important role in language learning and it influences the learning effect directly. However, some students are reluctant to open mouth to speak English due to lack of interest. Secondly, the problem exists in classroom is that students lack time and chance to participate in speaking activities and practice. In other words, the main environment for students to learn Spoken English is classroom, but the time for practicing in class is limited. Therefore, students lack enough language output in classroom. Yue and Li (2012) point out that spoken English teaching lacks language environment and class hours, so students’ communicative ability is weak. Thirdly, the resources for spoken English learning are too limited and simplex. In classes, students always practice spoken English solely by dialogues and imitation of sentence patterns. Without vivid and attractive learning resources, students cannot acquire and accumulate enough knowledge to make oral production. Shu (2014) points out that there are certain problems in the actual classroo
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