伊宁市第七中学维吾尔族民考汉学生英语学习归因分析
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-14编辑:lgg点击率:4942
论文字数:39586论文编号:org201710092120048666语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文归因倾向英语学习教学启示
摘要:本文是英语毕业论文,本研究有助于少数民族英语教学工作者进一步了解新疆少数民族初中生英语学习的归因倾向,从而采取有效的归因训练,对积极或消极的归因倾向进行强化或弱化,防止学生归因倾向出现偏差,使学生形成积极的归因方式,以提高学生的学习动机,改善学生的学习成绩。
1. Introduction
1.1 Research Background
Xinjiang is a multi-ethnic, multilingual areas. Ethnic minority students include two kinds of students, one is the minority natio nalities students who study in the b ilingual class which teachers teach stud ents in nati onal language or in the bilin gual class, the other on e is th e students study with the Han nati onality students which teachers teach students in Chinese. Compared with ethnic minority students in bilingual school, students in the Han school all the year round contact with the Han Chinese, so their Chinese ability is very high. These students are called Minkaohan students. But even if the people of Han Chinese students in the Chinese school, and the Chinese language ability is very high. But as a m inority, they have their unique way of thinking, behavior and life sty le. For example, the author observed that the Minkaohan students were m ore active, brave to answer the questions in the class than Han students. Based on their national characteristics, these factors may cause them to encounter some special problem s in learning English. I hope this study is on th e basis of previous studies, and focus on m inority students’ English learning attribution in Yining No.7 Junior High School. Based on the analysis of the dist ribution of the attribu tion tendency, we can understand the overall situation of attribution, and help them correct attribution. Due to various factors, such as economy, geographical environment and other factors, the English teaching level and student s' learning level in m inority areas are relatively backward. How to i mprove the E nglish Teaching of m inority nationality students, especially for the minority students in the third language learning, is an ur gent problem to be solved. W hile improving the teaching is not only to im prove the level of teachers, it is also more important for students to adjust their ow n characteristics of teaching. Attribution theory just provides a theoretical premise (Zhu Hongmei, 2011: 63-64). The author studied the existing literature at home and abroad, there are m any researches about attribution of Eng lish learning, but these studies that their subject is minority Minkaohan students’ English attribution are relatively few.
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1.2 Research Significance
After reading a great deal of l iterature, the author finds out that the attribution theory of our country has been studied a lot, and has achieve d fruitful results. But most of these studies are mainly about Han students’ English learning attribution. The subjects are students which are in the junior high school a nd college. The m inority students as the research subjects are more focused on college students, and the minor ity high school students as the research subject to analyze the attribut ion of English learning are le ss. Therefore, this study can provide a case study of English learning attrib ution for minority senior high school students, and to provide a basis for the research and practice of Minority English education in Xinjiang. This study can provide an effective example for the teachers who works in the junior high school and teach the Uygur Minka
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