英语专业大学生参与度对其成绩的影响 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-29编辑:lgg点击率:7350
论文字数:37154论文编号:org201707262247434218语种:英语 English地区:中国价格:$ 66
关键词:英语论文范文英语学习成绩促进因素抑制因素
摘要:本文是英语论文范文,本研究中,考虑到对中国的教育现状的具体语境出发,以参与和大学生英语表现和试图阐明学生啮合或脱离课堂使每个维度之间的关系,以帮助教师更好地了解学生学习和工作需要,与他们在一个跨文化的学术环境的学生。
giving opinions. Passive participation refers to the acts of sitting quietly, listening to lectures”. As for the subcomponents, the dominant alternative subcomponents of engagement are regarded as affective/emotional, behavioral, and cognitive indicators. Therefore, participation is physically engaged, considered as behavior of behavioral engagement in the present study. This construct of student engagement, a tripartite concept is believed to be the strongest empirical and theoretical support for further study and it has gained the most popularity nowadays (Fredricks, Blumenfeld, & Paris, 2004; Reschly & Christenson, 2006; Appleton, Christnson, & Furlong, 2008; Skinner, Kindermann, Connell, & Wellborn, 2009; Reschly & Christenson, 2012; Lawson & Lawson, 2013; Shernoff, Kelly, & Tonks, 2016).
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1.2 Motivations
An introduction and analysis of the personal, theoretical and methodological motivations have supported me in conducting the current study. Personally, my interest for this research comes from my own experience as an EFL learner in an exam driven system during secondary English education to a more flexible tertiary English education. At the secondary-school level, most cases are heavily circumscribed by the significant impact of an exam-oriented English teaching tradition, which heavily bases on grammar. High school students have to pass a highly demanding test in order to be successfully accepted to go to university. During this period, the exam-driven system makes it impossible for instructors to consider the engagement level of student engagement because teachers in the spoon-feeding classroom simply dictate information and answers while students learn by rote. However, when students are admitted into the university, the tertiary English curriculum allows greater flexibility and freedom for teaching and learning because the overarching constraints imposed by exam preparation are reduced. Due to the methodological disparity between secondary and tertiary English education, as a result, the dominant instruction of English
methodology gradually shifts towards a paradigm demanding much importance on communication, which brings instructors’ attention into improving students’ engagement levels. The researcher personally, believes that a more interactive learning atmosphere is of great help in advancing student engagement and achieving better leaning achievement.
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Chapter 2 Literature Review
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