语言学习方法培训对独立院校非英语系别学生英语学习的影响之实例研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-07-23编辑:lgg点击率:3633
论文字数:38100论文编号:org201307201550086850语种:英语 English地区:中国价格:$ 66
关键词:语言学习策略语言学习策略培训独立学院非英语专业学生
摘要:本研究的目的是检查非英语专业学生使用策略的总体在独立学院的影响语言学习策略整合到英语教学,在独立学院非英语专业的学生。
e tends to be teacher-centered,I which contributes to the learners' low motivation, and thus low proficiency (Cai, 2005; Ren,I 2006). English classroom in independent college is the only place where students have theI chance to practice English but the teaching hours are insufficient. With too many materials toI be taught in too little time, the EFL teachers meet various difficulties in completing theirI syllabus. On the other hand,owing to EFL teachers' belief that independent college students'II EFL proficiency is rather low and the fact that the content of the teaching materials is massive,EFL teachers try to rush lessons as fast as they can. Consequently,students cannot keep upwith their EFL teachers, and cannot concentrate on learning in classes. Chronically, this kindof situation becomes a malignant cycle, making the atmosphere in the classroom boring andmonotonous. Also, it was indicated that the lack of knowledge of language learning strategiesmight increase the difficulty in learners' English learning (Huang, 2011). Applying languagelearning strategies to what learners are learning might decrease their learning difficulties,increase their confidence, and thus enhance their motivation (Jiang, 2008; Su & Chen, 2010).
For the past decades,effectiveness of language-learning strategy instruction has arousedresearchers' attention. Many studies have revealed that language-learning strategy instructionhas positive effects on learners' strategy use and performance in tasks,achievement orproficiency tests. O'Malley and Chamot (1990), and Oxford (1990) have found that the use oflearning strategies in classroom instruction is fundamental to successful learning. Supportingtheir findings, Oxford et al. (1990: 210) in their studies of six cases found that "Strategytraining can enhance both the process of language learning (the strategies or behaviorslearners use and the affective elements involved) and the product of language learning(changes in students' language performance)." From this fact, it might be deduced thatstrategies are teachable and can be used to facilitate English learning. In studies of the effectsof strategy instruction in China, researchers examined different educationallevels—elementary school level (Li, 2008), junior high school level (Pan, 2003),senior highschool level (Zhang, 2008),and general university level (Gong, 2008; Zhang & Zhang, 2008;Duan, 2006). However,there have been few studies of language strategy training at theindependent college level. Therefore, there is a need to investigate the non-English majorstudents' use of learning strategies and the effects of integrating language learning strategyinto EFL instruction on non-English major students' English learning at independent college.Hence, in this study, the researcher would like to know if non-English major students inindependent college also could be trained with language learning strategies to enhance thefrequency of their strategy use and to improve their English performance.
Chapter 2 Literature Review
This chapter begins with the definitions and importance of language learning strategies,followed by the classifications of language learning strategies and factors affecting languagelearning strategy choice. After that, studies of language learning strategy training will beintroduced. Finally,studies of language learning strategies at home appear at the end of th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。