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抛锚式教学法在高职英语口语教学中的应用研究 [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-05-07编辑:lgg点击率:5100

论文字数:39587论文编号:org201705042019314668语种:英语 English地区:中国价格:$ 66

关键词:英语教学法论文抛锚式教学高职高专英语口语教学建构主义

摘要:本文是英语教学法论文,抛锚式教学是很少应用于英语口语教学,并有专门的口语课,没有这样的研究对高等职业院校学生。因此,本研究的结果和数据后,可以使用抛锚式教学模式在中国的进一步研究,尤其是在其应用领域对英语口语教学。

cation,  and to encourage them to solve these problems by themselves or with the help from classmates. Through these procedures, students can open th eir mouth to speak. Since the  situation and problems which have been set in class are real, students can use these conversations in their lives, and it can be well  remembered.  Thus,  this new teach ing  method  can enhance studen ts'  ability of communication in English. More importantly, it can also arouse students' insterest in English learning.  Compared  to  the trad itional  teaching  methods,  the o ral  English classes with anchored  instruction applied m ake  students be come  more  initiative.  It  makes  students th e center  of class, which  can s timulate  their des ire  of English learning. Only by this way , students can become lifelong English learners, si nce their motivation of learning English is a significant part of moving up for higher education. 
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Chapter Two   Literature Review 

The oral ability is the most rem arkable, fundamental, and challenging part among the four abilities of language. It is  considered as a standard of th e speaker's proficiency in this foreign  language, and it is a basic for m  of  communicative  competence,  as well.  (Bailey Savage,1994. Zou, 2011) Therefore, scholars abroad and at home did many researches about oral English teaching.

2.1 Researches on Oral English Teaching Abroad and at Home  
For a very long tim e, language teaching means helping learners develop their linguistic competence,  which m eans  helping learners m aster  the pronunciation, words, and grammar patterns of a foreign language. This kind of thoughts means that when students learn a foreign language they should study the pieces of the la nguage first, and after a period of study, they could put the language pieces together and use them to communicate.  In the 1970s, there was a turning point of language teaching. At that time, many refugees and  immigrants  came  to the English-speak ing  countries, like Am erica  and Britis h.  Their appearance made the linguistics and language te achers start to understand that studying only the pieces of language and developing learners' linguistics competence is not enough to make them  learn a language well and speak fluent  English. Then the idea of communicative competence appeared. It is “the ability of language learners to interact with other speakers, to make sense, as dis tinct from their ability to perform on discrete-point tests of grammatical knowledge”(Savignon,  1991). In order to devel op  students'  communicative  competence, language teachers need to help them understand the whole context. 
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2.2 Researches on Anchored Instruction Abroad and at Home
Instruction was develo ped  by  the Cognition  and Tech nology  Group  at Vanderbilt  (CTGV), which leaded by John Bran sford  (1990). The Anchored Instruction is based on the theory of constructiv ism, and Whitehead (1986) held that it is used to solve the problem of inert knowledge. Inert knowledge refe rs to the knowledge that students learned in classroom, but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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