外籍教师在小学生英语听说能力培养中的作用研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-06-17编辑:lgg点击率:7849
论文字数:38923论文编号:org201606131445465707语种:英语 English地区:中国价格:$ 66
关键词:小学英语教学论文外籍教师听说能力小学英语
摘要:本文是小学英语教学论文,本文通过问卷,研究发现了外籍教师自身的优势和劣势。根据标准化测试的结果和课堂观察,发现了外籍教师在小学生听力能力培养中发挥了积极作用。
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Chapter Two Literature review
This chapter reviews the literature associated with the main areas of interest in this study. The first section introduces the comprehensible input hypothesis. The second section introduces the empirical studies on the characteristics of young learners’ language learning in primary schools. And the third section reviews foreign teachers’ functions on improving English language teaching in China and abroad. All in all, most studies are conducted in secondary schools and universities and their research results are confined to the foreign teachers and students in universities and secondary schools. Their effects on primary schools are limited. So there is a great need to focus on foreign teachers’ functions on cultivating students’ listening and speaking ability in primary schools.
2.1 Comprehensible input hypothesis
A hypothesis proposed by Krashen, which states that in second or foreign language learning, for language acquisition to occur, it is necessary for the learner to understand input language which contains linguistic items that are slightly beyond the learners' present linguistic competence. Learners understand such language using cues in the situation. Eventually the ability to produce language is said to emerge naturally, and need not be taught directly (Richard, J. C., J. Platt and H. Platt 228). An important paper in the discussion of negotiation of meaning is Long. Long begins his paper by arguing that modifications to input made by native speakers (NSs) in conversation with non-native (NNSs) play an important role in make input comprehensible to learners. But modifications to interactional structure are, he argues, probably more important (125). Thus, if foreign teachers’ input is comprehensible and a little above students’ current English language level, then students’ English listening and speaking ability are developed.
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2.2 Review of empirical studies on young learners’ language learning
There are many studies on young learners’ learning of the foreign language. Though there are some views proposed by Lightbown and Spada (1999) against the Critical Period Hypothesis, this assumption must be viewed in the light of what it really means to be “successful” in learning a second language, and particularly the role of “accent” as a component of success (H.D Brown 53). So the primary school peri
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