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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-05-13编辑:vicky点击率:307
论文字数:42555论文编号:org202405081806354498语种:英语 English地区:中国价格:$ 66
关键词:大学英语教学论文范文硕士论文范文
摘要:本文是一篇大学英语教学论文,笔者对于如何通过提高大学生的成长型语言思维模式,语言坚毅和语言适应性来提高英语学习能力提出了指导性意见。并提出了本研究的局限性,对未来该方向的研究做出展望。
Chapter Two Literature Review
2.1 Defining Key Terms
2.1.1 Language Mindsets
Mindsets are the root of language mindsets. According to Lou, N. M., & Noels, K. A. (2019), language mindsets are ideas regarding how flexible a person's ability to acquire languages and their aptitude is. They can make sense of students’ language learning experiences since they are a part of meaning-making systems (Molden and Dweck, 2006). Language mindsets differ from mindsets in that they are more language-specific than mindsets. Language mindsets, on the other hand, resemble mindsets in theories like Learned Helplessness and Attribution Theory. Language mindsets are separated into two categories: fixed language mindset and growth language mindset. Individuals with a growth language mindset (vs. fixed language mindset) consistently set higher learning objectives and strongly emphasize their language learning process. They experience less helplessness when facing failures in language learning process and think they can improve their situations by working harder and acquiring new learning strategies. Those with fixed language mindsets, on the other hand, think that language skills cannot be improved. And they constantly blame their language failures on a lack of talent. For instance, when those individuals struggle to learn a language, they may blame their hearing, eyesight, or other physical characteristics (Dweck and Yeager, 2019). In summary, growth language mindset can enable language learners to face hurdles and difficulties associated with language acquisition directly, which can be viewed as opportunities for them. However, fixed language mindset will cause students to fear language learning.
2.2 Previous Studies on Mindsets and Language Mindsets Abroad and at Home
2.2.1 Previous Studies on Mindsets Abroad and at Home
In fields outside of language, scholars abroad have explored mindsets in-depth. Among numerous varying domains, mindsets’ effect on education has been a hot area and focus. In the education domain, the benefits of growth mindset have been extensively demonstrated by a considerable number of scholars (Blackwell, et al., 2007; Dweck, 1999; Plaks and Stecher, 2007).
Studies have suggested that mindsets are correlated with students’ academic self-efficacy. McWilliams (2014) interviewed ninth-grade students. The findings demonstrated that students with growth mindset often internalize attribution, have a good sense of who they are, and have strong academic self-efficacy. Additionally, PISA (Programme for International Student Assessment)(OECD, 2019) results have demonstrated that students who prefer to adopt a growth mindset have higher levels of self-efficacy, perform better in reading, and keep a positive attitude toward education.
Furthermore, students with a growth mindset are more willing to take their time to solve problems and are braver in asking questions. It is illustrated that growth mindset students are more flexible and better at solving problems (Simms, 2016). Blackwell, et al. (2007) have studied 372 stu本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。