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。
od, from 6-12, is an important time for students to learn English. Many scholars like Long is proposing children having the advantages like low anxiety, good language acquisition conditions and wholly understanding of language (Long, M.H. 200). Young learners have the advantage of being great mimics, are often unselfconscious, and are usually prepared to enjoy the activities the teacher has prepared for them (Phillips 7). Children learn language from the daily communication environment and follow some rules: mimic speaking from other people’s conversations, master and use various kinds of vocabularies step by step, express their own meanings and communicate with others based on the language expressing rule (Chen Lin, Wang Qiang, and Cheng Xiaotang 55). Young learners are learning literacy skills and understanding at the same time as they are learning their target language. They may be doing this in their first language and continue to develop literacy, in parallel, in their foreign language or they may be learning the bulk of their literacy in their second language. Young learners have a particular vulnerability that requires careful attention (McKay 14). It is believed that the affective filter (e.g., fear or embarrassment) rises in early adolescence, and this may account for children’s apparent superiority to older acquirers of a second language (Jack C.Richards, Theodore S. Rodgers 133). These are the features of children’s learning concluded by many scholars and recognized by the world. And the English teachers in primary schools should give more care, love and wisdom to children.
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Chapter Three Methodology .... 14
3.1 Research questions ..... 14
3.2 Participants .......... 14
3.3 Research methods ....... 15
3.4 Data analysis ....... 16
Chapter Four Findings and discussion .......... 20
4.1 Characteristics of foreign teachers on teaching profession ....... 20
4.2 Functions of foreign teachers on cultivating students’ listening ability ......... 23
4.3 Functions of foreign teachers on cultivating students’ speaking ability ........ 29
4.4 Underachieving positive functions ......... 34
4.5 Causes generating the inefficient use of foreign teachers .......... 38
4.6 Discussion ..... 40
Chapter Five Conclusion .......... 42
5.1 Major findings ..... 42
5.2 Implications ......... 43
5.3 Limitations .... 45
Chapter Four Findings and discussion
In this chapter, the findings from the standard tests
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