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基于反思视角英语听力认知策略在艺术生英语听力教学中的应用研究_杜海博

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-05-22编辑:lgg点击率:2434

论文字数:37283论文编号:org201605111755527120语种:英语论文 English地区:中国价格:$ 66

关键词:英语教学法论文英语听力教学教师反思听力成绩大学艺术生

摘要:本文是英语教学法论文,本文依据英语教师每周的反思日志,可以看到教师在不断反思与学习中不断变化和成长,说明教师通过应用听力策略教学可以获得自身的进步与发展,能够提高英语教师的反思意识和促进英语教师专业的发展。

Chapter 1 Introduction

1.1 Background of the Study 
Regarding the fundamental role of listening in Second Language Acquisition (SLA), Rost (1994,  p.  141-142)  emphasized,  “listening  is  vital  in  the  language  classroom  because  it provides  input  for  the  learner.  Without  understanding  input  at  the  right  level,  any  learning simply cannot begin”. And Nunan (1998, p. 1) claimed “listening is the basic skill in language learning. Without listening skill, learners will never learn to communicate effectively. In fact, over 50% of the time that students spend functioning in a foreign language will be devoted to listening”.  In spite of  the  importance of listening,  it has  been overlooked  by L2/FL  teachers and researchers and received less attention than the other language skills (Moyer, 2006) and has often been referred to as a passive or receptive skill (Elkhafaifi, 2005; Oxford, 1993). Learning  to  listen  in  a  second  language  (L2)  essentially  still  goes  on  in  a  classroom environment.  Teachers  traditionally  manipulate  and  control  the  text  as  they  see  fit  to  enable learners to listen a number of times, get the given listening comprehension tasks completed, and produce the necessary responses. In all, it is a traditional listening practice. However, over these  years,  teachers  have  also  been  encouraged  by  listening  researchers  and  scholars  to  do more to train learners about how to listen. Meta-cognitive teaching is a way of achieving this, which is a process-based approach that aims to enforce learners’ knowledge of themselves as listeners in a second language context and their understanding of the inherent challenges of L2 listening, as well as teaching them about ways to control their listening comprehension (Goh, 2008).  
..........

1.2 Purposes of the Study
Based on the previous teachers’ and experts’ investigations as well as researches, the study is  intended  to  explore  listening  further  by  looking  it  into  from  different  perspectives  by teaching  art  majors  listening  cognitive  strategies  integrated  in  classroom  instruction  that  are teacher’s  professional  development  and  students’  need  in  real  study  as  well  as  their  own reflections  on  listening  itself  after  class.  Hope  that  the  research  results  can  make  a  little contribution to listening teaching in the special group of art majors finding a way to improve their  English  and  English  teacher’s  professional  development  in  English  teaching.  In  the meantime, through the study, more information on listening teaching features and difficulties in  Northwest China  can  be obtained,  which  will be  useful to  the  poor &n论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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