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高职学生英语学习意识研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-27编辑:lgg点击率:6148

论文字数:36900论文编号:org201308261053159632语种:英语 English地区:中国价格:$ 66

关键词:语言学习信念高职高专

摘要:From the statements on language learning beliefs mentioned above, we know thatlearner beliefs have the potential to influence both their experiences and actions. Moreover,beliefs about language have been found to be related to learners' motivation, learningstrategies, anxiety and autonomy.

Chapter 1 Introduction


1.1 Research Background
The phenomenon is also true in their English learning. According to a researchconducted by Han Zhaohui (2011) in seven higher vocational colleges of Sichuan province,46.2% students had vague confidence in English learning and 34.4% had no confidence.42.9% students felt unsatisfied on English learning, and 20.1% felt quite unsatisfied.Furthermore, 52.3% students didn't know how to improve their English learning.During the teaching process, English teachers can often be immersed in dilemmabecause different students always have different requirements for teaching activities. Forexample, some prefer free talk, and others focus on more practice on writing or reading.

1.1研究背景
这种现象在他们的英语学习也是如此。据四川省高职院校7所由韩兆慧(2011)进行的一项研究显示,46.2%的学生在英语学习中有了一个模糊的信心,34.4%的人没有信心。 42.9%的学生对英语学习感到不满意,20.1%的人感到相当不满意。此外,52.3%的学生不知道如何提高自己的英语学习。英语教师在教学过程中,经常可以沉浸在两难,因为不同的学生有不同的要求进行教学活动。例如,有些人更喜欢免费讲座,以及其他重点写入或读取更多的实践。

Thereason for different requirements from different students lies in their different languagelearning beliefs (Dai Weidong, 2002). These language learning beliefs held by the studentsdiffer in the degree of effectiveness and origins and may not accord with language learningtheories. But when teaching activities conflict with these preconceived beliefs, students willdoubt teachers' teaching and even lose interests on English learning, thus heavily influencetheir learning achievements. Of course, some students may not show their dislikes in class,but these beliefs affect their after class language learning. And as for the higher vocationalcollege students, they have much more time after class compared with middle schoolstudents. So learning after class takes up a large proportion in the whole process of learning. Although their studies after class will not be instructed by teachers directly, these studies doplay an important or even key role for the success of students' language learning.
Research about beliefs is not new in other fields, such as Psychology and Education, butit arrived quite late in Applied Linguistics, starting in the mid 1980s with the work of Holec,Horwitz, Wenden and others. This interest is the result of a shift in focus on teaching of theteachers from learning of the students. Beliefs are considered one area of individual learnerdifferences that may influence the process and outcomes of second/foreign languagelearning/acquisition (Kalaja & Barcelos, 2003).Although professional journals continually pronounce new understanding of secondlanguage learning and teaching, research on learners' beliefs has demonstrated that no matterwhat teachers think, students have their own ideas about language learning. Students evenhave opinions on many of the issues hotly debated in professional journals, such as who isgood at language learning, which are the best language learning strategies, and howlanguages should be taught (Horwitz, 1987, 1988). Language teachers can be especiallychallenged when learner beliefs are particularly strong or thought to be axiomatic, as in thecase of common beliefs that young children leam new languages readily and quickly and thatadults are past the language learning window. Learners' beliefs are also important to thesuccess of classroom language teaching because a number of relationships have been foundbetween beliefs and other individual differences variables related to language learning.Wenden (1987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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