微变化分析学习策略与学习风格对学习者口语表现的影响
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-04-16编辑:lgg点击率:5556
论文字数:36578论文编号:org201704122048389761语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文口语表现策略输入微变化研究法
摘要:本文是英语毕业论文,本文的目的是研究与学习策略的关系、学习风格与口语成绩,采用微观发生法探讨学习策略的输入效果,并探讨学习风格差异的影响策略的使用。
Chapter One Introduction
1.1 Significance of the Study
Nowadays, with the constant development and globalization of the world, the international communication has become more frequent and closer. Therefore, the demand of improving English speaking is becoming greater. At the same time, speaking has often been viewed as the most demanding among the four skills. For both language teachers and learners, the ability to talk with others is considered to be one of the most basic skills of communication and the vital element to express ideas and opinions on others orally. However, it has been a long time that oral English teaching in China hasn’t got enough emphasis and attention. Many students may have done a good job in their English reading and writing, yet they may find frustrated and helpless when facing with the oral tasks, or even may have difficulty in coping with a real daily life conversation with native speakers. Because of these circumstances, learners themselves are aware of the significance of speaking, with a high expectation of grasping good spoken English. Even for non-English majors, speaking is the most necessary and practical skill for them. The Chinese proverb “Give a man a fish and you will feed him for a day; but if you teach him how to fish, he will eat for a lifetime” best describes the importance of teaching the students how to learn. However, before 1970s, language teachers and researchers have paid much attention on teaching skills and teaching methods. Later, with the rapid development of cognitive psychology, there appeared a prominent shift within the language learning and teaching which greater emphasis was put on “how to learn” rather than “how to teach”. This shift aroused the cognitive explanation about learning in which learning is regarded as a dynamic, creative process and the learner as an active
strategy user and knowledge constructor. In teaching practice and research, practitioner and researchers also started to concern learner differences factors, such as learning style and learning strategies in order to solve the problem how to learn. Based on this shift from teaching to learning, considerable researches also have been done on individual learner differences in second language acquisition. Among those differences, biological factors, such as age, sex, native language are relatively unchangeable as learners are born with them; whereas other factors like beliefs, motivations, personalities, affective states, learning strate
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