论英语阅读教学影响语感的因素 [6]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-21编辑:黄丽樱点击率:9488
论文字数:4018论文编号:org200904212111005319语种:英语 English地区:中国价格:免费论文
关键词:Immersion educationlanguage learningLiterature viewDefinitionEnglish
in English learning and improving the listening comprehension competence. Secondly, students can take part in discussion or think actively in immersion education, and become more active and confident. The disadvantage of traditional approach is apparently. Students in intensive listening course is easy boring or tired, and it’s effortless in listening. The materials of traditional listening course based on CEE test, and it’s neither lively nor attractive.
4.2Pedagogical implications
Immersion education should have a role in senior English listening comprehension course, and we must consider the following factors:
Firstly, considered the inner factors (mainly refers to students). The immersion educational teacher should pay attention to the students’ degree of knowledge, attitude of study, interest, way of thinking, and so on. Immersion education should based on student-centered, and with appropriate schedule. The students learn listening materials from easy to difficult, simple to complex, part to integrate, and study step by step. The contents of materials infer to history, biography, politics, literatures and religious, so that students can learn a foreign language well by learning its culture.
Secondly, strengthen exterior factors (including the qualification of English teachers and language circumstance). The ideal teacher must be a bilingual, and can master both Chinese and English well. The teacher should be good at teaching and his or her oral English as native speaker. Students in immersion class not only receive immersion education in class, but also need to have a created immersi on environment after class. The teacher try to encourage students listening English broadcast or watching English TV programs every day. Also teacher should arrange discussion on recent news, launch English corner, and so on. Students need to write English diary every day to enlarge their vocabulary. The student’s listening comprehension competence will improve by the whole abilities development.
4.3 Limitations of the study
As with all studies of this magnitude, there are still some limitations in this experimental study: The study was intended to be of an applied nature meant that certain controls possible in a laboratory environment were not possible in this case, yet the factors operating in this study seemed more reflective of genuine classroom situations. The sample size was too small to further divide it along the lines of proficiency. So there is a need to conduct a similar but larger study so as to be able to run analyses according to the listening proficiency of the students and other factors. The time was limited for only one semester, and the “input” mainly listening materials. This would call for further research to determine the extent to which the experiment students continued to use their insights from immersion education.
Bibliography
[1] Cohen, Andrew. Strategies in Learning and Using a Second Language [M].Beijing: Foreign Language Teaching and Research Press, 2000.
[2] Ellis, Rod. Second Language Acquisition [Z]. Ed. H.G.Willowson. Shanghai: Foreign Language Education Press, 2003.
[3] Krashen, S. The Input Hypotheses: Issues and Implications [M].London: Longman, 1985.
[4] Krashen, S. Principles and Practice in Second Language Acquisition [M].London: Prentice Hall Macmilla, 1995.
[5] Widdowson, H.G. Aspects of Language Teaching [M].London: Oxford University Press, 2001.
[6] Wood, Anthony. , Paul Fletcher, and Art
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