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口语教学Thesis:大一生课堂交流意向与其口语交际能力的关系

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-12-21编辑:hynh1021点击率:3262

论文字数:17900论文编号:org201212192114516094语种:英语论文 English地区:中国价格:$ 66

关键词:高职非英语专业大一学生课堂交流意愿交际能力自我评估

摘要:近年来,交易所将关注中国的英语口语教学。高职院校在中国越来越多的不同,从其他教育,职业教育,和学生都有自己的特点。然而,研究国内外职业高中的中国学生的课堂交流的意愿还没有找到。

  从学生的访谈,在低意愿的学生交流英语的原因主要包括学生英语水平有限的语言能力,学生,教师,课堂气氛和应试教育的负面评价的影响。


      1 Introduction引言


  
  1.1 Background of the present research目前研究背景
  近年来,越来越多的语言研究者和教师已经认识到语言交流的重要性。交际语言教学(CLT)是20世纪50年代和20世纪60年代(江泾阳,2006:8)。In recent years, more and more language researchers and teachers have beenaware of the importance of language communication. Communicative languageteaching (CLT) came  being between the 1950s and 1960s (Jiang Jingyang, 2006:8). As an approach to the teaching of second and foreign languages, CLT emphasizesinteraction as both the means and the ultimate goal of learning a language. It advocatesfocus on the use of the language and the “real-life” communication (Jiang Jingyang,2006: 8). English, as a foreign language, has been taught as a compulsory subject for along time throughout China. The population of Chinese English learners is the largest.The teaching methodology has shifted  the grammar translation method to thecommunicative language teaching approach for many years in China. However,Chinese learners have made little process in the communicative ability. http://www.51lunwen.org/daxueyingyu/ It is generallyacknowledged that many Chinese students are good at grammar-d written tests butpoor in real-life communication in English. This is mainly due to the lack of learners’willingness to communicate (WTC) (Wen & Clement, 2003).Communication is the important goal of learning language. In the process of thelanguage learning, the ultimate goal should be to create all kinds of opportunities toarouse students’ willingness to communicate (WTC). Any teaching plan that can’tfoster students’ WTC is a failure (Maclntyre et al. 1998). Thus many researchers andeducators have begun to concern and study learners’ WTC.The study on WTC originally appeared in relation to the first language (L1)communication. Then the study on WTC was extended  the second or foreignlanguage (L2) communication. In previous studies, researchers have explored manyfactors influencing learners’ WTC in L2. Maclntyre and Charos’ (1996) model of L2WTC presented perceived L2 competence, L2 anxiety and motivation affected directlyL2 WTC. Maclntyre et al. (1998) put forward a heuristic model of L2 WTC, in whichsocietal and individual context, affective-cognitive context, motivational propensities,situated antecedents and so on influenced L2 WTC. Wen and Clement (2003), studyingon WTC in the Chinese context, showed a Chinese conceptualization of WTC d onthe Maclntyre et al.’s (1998) heuristic model of WTC. They gave account of the socialpsychological, communicative and linguistic variables affecting learners’ WTC in theChinese ting (p.18).


  
  1.2 Purpose of the study研究目的
  Jiang (2006) argued that Chinese learners have an imbalanced ability in listening,speaking, reading and writing. Learners are usually better at reading and listening thanspeaking and writing. As for speaking and writing, speaking is indisputably the moredifficult skill for learners to learn (p.1). In China, English is a foreign language, so theclassroom is the main important place in which learners learn English. In vocationalcolleges, most English teachers teach non-English majors’ English with traditionalapproaches. There are at least 40 students in each class. An exam at the end of thesemester is considered to be one of the most important means to test students’ learningability. 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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