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微变化分析学习策略与学习风格对学习者口语表现的影响

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-04-16编辑:lgg点击率:5554

论文字数:36578论文编号:org201704122048389761语种:英语 English地区:中国价格:$ 66

关键词:英语毕业论文口语表现策略输入微变化研究法

摘要:本文是英语毕业论文,本文的目的是研究与学习策略的关系、学习风格与口语成绩,采用微观发生法探讨学习策略的输入效果,并探讨学习风格差异的影响策略的使用。

Chapter One Introduction

1.1 Significance of the Study 
Nowadays,  with  the  constant  development  and  globalization  of  the  world,  the international  communication  has  become  more  frequent  and  closer.  Therefore,  the demand  of  improving  English  speaking  is  becoming  greater.  At  the  same  time, speaking  has  often  been  viewed  as  the  most  demanding  among  the  four  skills.  For both language teachers and learners, the ability to talk with others is considered to be one of the most basic skills of communication and the vital element to express ideas and  opinions  on  others  orally.  However,  it  has  been  a  long  time  that  oral  English teaching in China hasn’t got enough emphasis and attention. Many students may have done a good job in their English reading and writing, yet they may find frustrated and helpless when facing with the oral tasks, or even may have difficulty in coping with a real  daily  life  conversation  with  native  speakers.  Because  of  these  circumstances, learners themselves are aware of the significance of speaking, with a high expectation of grasping good spoken English. Even for non-English majors, speaking is the most necessary and practical skill for them. The Chinese proverb “Give a man a fish and  you will feed him for a day; but if you teach him how to fish, he will eat for a lifetime” best describes the importance of teaching  the  students  how  to  learn.  However,  before  1970s,  language  teachers  and researchers have paid much attention on teaching skills and teaching  methods.  Later, with the rapid development of cognitive psychology, there appeared a prominent shift within the language learning and teaching which greater emphasis was put on “how to learn” rather than “how to teach”. This shift aroused the cognitive explanation about learning in which learning is regarded as a dynamic, creative process and the learner as  an  active  strategy  user  and  knowledge  constructor.  In  teaching  practice  and research,  practitioner  and  researchers  also  started  to  concern  learner  differences factors,  such  as  learning  style  and  learning  strategies  in  order  to  solve  the  problem how to learn. Based  on  this  shift  from  teaching  to  learning,  considerable  researches  also  have been  done  on  individual  learner  differences  in  second  language  acquisition.  Among those  differences,  biological  factors,  such  as  age,  sex,  native  language  are  relatively unchangeable  as  learners  are  born  with  them;  whereas  other  factors  like  beliefs, motivations,  personalities,  affective  states,  learning  strate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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