英语论文网

any longer for they think they have no ability to learnEnglish well. Whereas it is high time that the school authority and teachers should findout the reasons resulting in the differences between the students who are good atEnglish and who are not. Only in this way, can they help their students to becomesuccessful English language learners; only when students become successful languagelearners, can rapid progress be made in their English academic achievements; only bythe students' rapid progress, will the school get booted out the window in thecompetition with the other senior schools in the future, and only by achieving thesegoals, can they get rid of the unfavorable situations with which they're facing now.Furthermore, they can help their students to make good preparation for futuredevelopment，and to some extent, make their contribution to the ultimate goal oflifelong learning and lifewide education in the 21 century (Delors, 1996).

Chapter 2 Literature Review

As is discussed in chapter 1，students' language learning strategies and formativeassessment are emphasized in English Curriculum Standards (Experimental) for SeniorHigh Schools, this chapter is intended to have a review of relevant literature whichstarts by reviewing the relevant theories on the present research, and then have aexhaustive overview of LLS and formative assessment.

2.1 Relevant theories on the research

2,1.1 Cognitive psychology and Constructivism learning theories
Cognitive psychology deals with internal mental process in learning. Cognitivedevelopment theory of Jean Piaget (1956/1967) stresses on the hypothesis of “schema’，，and explains how students think, perceive, understand, remember and learn with the aidof schema (Chen Xianchun, 1998). Piaget also indicates that accommodation andassimilation play an important role in the process of students' learning and individualschemas constantly develop with the interaction between accommodation andassimilation in order to adapt to the new environment. When incorporated into analready existing experience, meaningful learning occurs and new knowledge is obtained.Teachers should help their students construct the correlation between prior knowledgewith their past experience and help students who lacks in prior knowledge build up theirknowledge context. Learning theories in cognitive psychology think students' learningbehavior involves three factors: knowledge, affection; and problem-solving (Ashman，1997). In the view of cognitive specialists, a teaching practice is designed to integratelearning materials and students' cognitive process into the process of learning, and thusonly when students actively participate in their own learning can they leam best.

Chapter 3 Empirical Research.......... 51-59
    3.1 Objective of the research.......... 51
    3.2 Participants of the research.......... 51-52
    3.3 Instruments ..........52-56
        3.3.1 Checklist.......... 52
        3.3.2 Rating scale.......... 52-53
        3.3.3 Anecdotal record ..........53-54
        3.3.4 Student portfolio.......... 54-55
        3.3.5 Questionnaire ...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。