英语论文网

The exam concerns listening, vocabulary, reading, translation and writing.Obviously, it is speaking that is ignored. As a result, a great many teachers and studentspay less attention to interactive classroom activities.The Ministry of Education issued and uted vocational college English basicrequirements of classroom teaching in 2000. The basic requirements definitely indicatethat the teaching aim is to train students’ competence in the actual use of language.Vocational college teachers hope to really achieve the aim, which can facilitate a shiftof the teaching model  teacher-centered to student-centered model. With fiveyears’ English teaching experience, the author of the thesis has observed a commonphenomenon that most non-English major students often keep silent in the Englishclassroom in vocational colleges. When teachers propose questions, many studentslower their heads and are unwilling to show their ideas. They are usually passive toanswer questions even if they know the answers of the questions. Only a few studentswith limited English competence seek opportunities to join in English classroomactivities. Unwillingness to communicate inside the classroom is very unfavorable forlanguage teaching and learning. It is widely accepted that vocational education isdifferent  university education. Students in vocational colleges have theircharacteristics. Therefore, teachers in vocational colleges face a big challenge inachieving the teaching aim.An enormous number of researches on WTC in the second language are chieflycarried out in the western countries. Few researches have been conducted on oralcommunication in the Chinese environment. Wen and Clement (2003) conceptualizedthe WTC in a Chinese ting. Their study addressed how to arouse learners’ WTC inthe classroom context to improve their oral communicative ability. However, theirstudy lacked empirical research foundation. In China, Fan Weiwei, and Wu Xudong etc.(Fan, 2005: 86-90; Wu, 2008: 280-290) explored the Chinese university students’ WTCin English. At present, no research on WTC has been implemented in Chinesevocational colleges. In Chinese context, the concept on WTC should cover listening,speaking, reading and writing modes, but the present study only focuses on the WTC inspeaking mode.In general, the present study is to focus on Chinese non-English major freshmen’sWTC in the English language classroom ting of vocational colleges. We try toexplore the correlations between L2 WTC and other variables  the aspects ofstudents themselves and teachers. The variables related to students includeself-perceived L2 communication competence, L2 classroom anxiety and L2 learningmotivation. The variable related to teachers concerns teacher immediacy in the presentstudy.

　　
　　1.3 Research questions研究问题
　　d on the purpose of the study, the main research questions are as follows：1. To what extent is the non-English major freshmen’s L2 WTC in the Chineseclassroom ting in vocational colleges？2. Is vocational college non-English major freshmen’s L2 WTC inside the classroomrelated to self-perceived L2 communication competence, L2 classroom anxiety, andL2 learning motivation? If it is, what is the relationship? Which of theseinfluencing factors is the best predictor of the non-English major freshmen’s L2WTC in the classroom in vocational colleges?3. Is vocational college non-English major freshmen’s L2 WTC inside the classroomrelated to teacher immediac本论文由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。