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论文作者:www.51lunwen.org论文属性:硕士毕业论文 dissertation登出时间:2012-12-13编辑:lgg点击率:3613
论文字数:40000论文编号:org201212121124345358语种:英语 English地区:中国价格:$ 44
摘要:该研究主要在以下几方面是有意义的。研究了李阳疯狂英语的普遍现象,并提供了一个理性分析的教学方法,这使得公众的更好地理解疯狂英语方法的理论基础。
2.文学评论
2.1有关情感因素研究的一般介绍
当谈到情感因素影响的时候,大家会感觉不是很难理解的,因为它是与我们众生的情绪紧密相连的。然而,情感因素却没有很准确和精确的定义。Encyclopedia of Psychology (2000: 576) defines affectlike this "affect relates to and contains a wide range of concepts and phenomena includingfeelings, emotions, moods, motivation, and certain drives and instincts". Stevick (1982,56-57) state that, one's "affect" toward a particular thing, action, situation or experience ishow that exact thing or action or situation or experience fits in with one's wants, needs orpurposes.
This definition shows that one's affects towards something are commonlyresponses to whether one's various needs, wants and purposes on the particular thing oraction or situation or experience are being met or not.Jane Arnold (2000: 115) states that affect refers to the emotional side of anindividual's reactions to what is going on. Arnold (2000: 124) holds that in present context,affect is regarded as broadly as those aspects of feeling, emotion, mood or attitude whichcan condition behaviors.The definition provided by Walter Apelt and Heike Koering (1997: 37) is as follows:Affect is a combination of all components of foreign languageinstruction which have an influence on the emotional attitude towardlearning and utilizing a foreign language, as well as the foreign languageatmosphere in general and the success of the teaching and learning process inparticular. Not only those components that promote positive emotions butalso those that inhibit positive emotions or even evoke negative emotionsought to receive considerable consideration. (Apelt & Koering, 1997:37)This definition is much more comprehensive and reasonable for the conditions andsituations of foreign language teaching because it contains not only learning and teachingbut also positive affects and negative affects.
Chapter Three Methodology................................. 28-32
3.1 Research Questions................................ 28
3.2 Subjects ................................28-29
3.3 Data Collection ................................29-31
3.4 Instrument................................ 31-32
Chapter Four Results and Discussion................................ 32-57
4.1 General Characteristics of the Students’ Use................................ 32-33
4.2 Students’ Use of DMs in Each Category ................................33-54
4.3 Results of the Interview................................ 54
4.4 Possible Reasons for the Learners’ Improper s ................................54-57
Chapter Five Conclusion ................................57-61
5.1 A Summary of Major Findings................................ 57-58
5.2 Implications of the Study ................................58-59
5.3 Limitations and Suggestions ................................59-61
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