英语论文网

提高没有英语背景的学习经验

摘要：

在主流教室里，没有说英语的背景的学生会面对许多问题和困难。接下来的论文主要研究这个问题的细节部分。研究主要是确定学生所遇困难的具体范围，重点强调为解决这些问题学生和老师都可以利用一些可能的策咯方法。

由于这篇论文的目的性，时间及研究的限制性，我会重点聚焦在在英语的课堂上学生们学习中所遇到的问题。该研究项目主要探究这些学生所遇到的一些学术问题，并合理建议没有说英语背景的学生在英语课堂上如何做才可以挖掘他们的学科上的潜力。

话题描述：把没有英语背景的学生从学习第二语言的教师转到主流教师的过程对于很多学生来说可能是非常困难的事。没有语言形式和学习条件，很多学生在主流教室里是非常挣扎的-要面对社会问题，自信以及交流与学术能力的问题。

Improving The Learning Experiences Of Secondary Nesb Education essay

Abstract:

NESB (non-English speaking background) students face many problems and difficulties in the ‘mainstream’ classroom. The following research proposal details an area of possible study into this issue. The study will aim to identify specific areas of difficulty that the students experience, and highlight possible strategies that both students and teachers may be able to utilize in order to address some of these problems.

For the purposes of this report, and due to time and research constraints, I will be focusing specifically on learning difficulties encountered by the ESL students in mainstream English classes.This research project thus aims to explore some of the academic difficulties faced by these students, and suggest how international ESL students could possibly be supported in the mainstream English classroom to achieve their academic potential.

Description of the Topic:

The process of moving ESL students from a second language learning classroom to a mainstream class can be extremely difficult and traumatic for many students.Without some form of language and learning support, many ESL students appear to struggle in the ‘mainstream’ classroom – facing difficulties with socialization and confidence as well as communicative and academic competence.

Some ESL students in the mainstream appear to suffer from a variety of problems and obstacles when making the transition from an ESL specific class, to a mainstream learning environment. Learning academic content in a “new” or “second” language poses a variety of complexities for most students; given the often varied and wide-ranging host of cultures, ethnic and educational backgrounds of these students, providing for them in a mainstream class setting can be fraught with difficulties.

ESL students have needs which set them apart from their native English-speaking peers in the classroom. Given the nature of the Australian secondary school system, these students are generally taught by mainstream English teachers who may have little or no experience in teaching these students. ESL teaching methodologies and strategies are not of course, part of the general teacher training courses and thus, many students find themselves leaving the ‘shelter’ of the ESL classroom and entering into the mainstream class with a teacher who may not have a great deal of experience in ESL teaching. ESL and mainstream teaching and learning contexts differ significantly according to works by the likes of Zamel and Spack (Zamel & Spack, 2002, p.146) who point out that organization and goals of instruction, language use and learning materials vary a great deal between the ESL classroom and the mainstream classroom.

ESL teaching contexts tend to focus on learning functional grammar and English speaking skills in the classroom, whereas mainstream English instruction