英语论文网

　[ Abstract] 　This paper p resents the effectiveness of an intensive learning p rogram in Beijing Forestry University. It
shows that the students in the intensive learning p rogram can make apparent and greater p rogress than those in the regular
p rogram in that intensive learning creates frequent exposure to English and p rovides a supportive learning environment for
the students.
　[ Key words] 　English; intensive learning; learning achievement
 

[摘　要] 　强化学习模式在我国社会力量办学中普遍存在,这种教学模式在一些大专院校也有所尝试,但
是强化式英语学习的效果如何还未见相关的研究报道。本文以强化式英语学习模式中的学习者为着眼点对强化
式英语学习对学生学习效果的影响进行了研究。研究表明在强化式英语学习模式下学生的学习成绩明显优于正
常模式下学生的学习成绩,这说明强化环境有利于提高学习效果。
[关键词] 　英语; 强化学习; 学习成绩

     I. In troduction 
    As the shift of educational focus transfers to learn2ing on the part of the learners, much research has beendone on the various factors concerning learning aspect. The agreement has been achieved that conditions oflearning is one of the factors determining the learningp rocesswhich affect the learning outcomes and the bestenvironment for learning a second language is in thelanguage setting[ 1 ] [ 2 ] .Intensive learning p rograms are very popular insupp lementary education in our society, esp, for lan2guage p roficiency training. Such p rograms are mainlydesigned for peop le with urgent requirement to acceler2ate p rogress or as an intensive boost at the beginning ofa longer term learning p rogram. Now, this learning for2mat has also been adop ted in some colleges and univer2sities, Yet there have been very few studies on theeffect of such intensive learning p rogram in China.Based on this case, I focused my attention on anintensive learning p rogram in Beijing ForestryUniversi2ty. Normally, the students atBeijing ForestryUniversi2ty should have English class hours distributed in thefirst two years in school, and then they are asked totake the national College English Test (Band Four) atthe end of the second year. But an innovative Englishlearning p rogram has been adop ted from 2002 on. Thisp rogram is designed to compact all 520 English classhours in one year, in which the freshmen have Englishclasses in a week besides only a few hours for othersubjects like P. E and politics. Then, the students inthis p rogram are asked to take the national CET (BandFour) at the end of such special p rogram. This p ro2gram in the p resent study is called in tensive prog ram( as opposed to regular program in which English classhours are distributed in two years).In order to investigate the actual effect of the in2tensive p rogram on learning, some data have been col2lected at the experimental period. Here are some ques2tions: What is the actual learning effect of the intensivelearning p rogram? Are there any difference between theoverall students’achievements in the intensive p ro2gram and that in the regular p rogram? If the differenceexists, what’s the root cause of the difference?