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英语专业大学生参与度对其成绩的影响

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-29编辑:lgg点击率:694

论文字数:37154论文编号:org201707262247434218语种:英语论文 English地区:中国价格:$ 66

关键词:英语论文范文英语学习成绩促进因素抑制因素

摘要:本文是英语论文范文,本研究中,考虑到对中国的教育现状的具体语境出发,以参与和大学生英语表现和试图阐明学生啮合或脱离课堂使每个维度之间的关系,以帮助教师更好地了解学生学习和工作需要,与他们在一个跨文化的学术环境的学生。

Chapter 1 Introduction 

Available  studies  in  western  countries  on  student  engagement  put  emphasis  on  the three-dimension  construct  of  student  engagement,  the  positive  correlation  between student engagement and learning achievement and the factors that influencing student engagement  level.   Based  on  the  previous  study  findings  and  the  developed theoretical framework and practical methods in the present study, this study aims to figure  out  how  the  three  indicators  influence  student  learning  achievement  in  the context of English as foreign language (EFL). 

1.1 Background 
When referring to the education in China, people are used to think of teacher-centered, passive learners and rote learning style. However, since the reform and opening up policy  in  1978,  teachers,  students  and  classrooms  in  China  have  changed  a  lot. Classroom teaching and learning is expected to be a process that teachers and students actively participate in all kinds of activities, from which they interact with each other and make progress together. During this process, students  become the main part of learning  process  while  teacher’s  role  is  changed  to  be  an  organizer,  a  guide  and  a cooperator. It becomes the vital mission that teachers should encourage students to become  active  learners  (Bastable,  2008)  and  adopt  innovative  teaching  methods  to facilitate learning. Meanwhile, many questions come up with this instruction: What is student engagement? Why student engagement is quite crucial? What are the factors affecting student engagement? In the past few decades, these three questions related to student engagement have been hotly discussed among many researchers and have reached  some  agreements  in  recent  years  (Newmann,  Wehlage,  &  Lamborn,  1992; Howard, James, & Tayloe, 2002).   Firstly,  the  term  of  student  engagement  is  various  and  the  model  of subcomponents of student engagement has developed from a two-dimensional model (Nystrand  &  Gamoran,  1991;  Roth  &  Damico,  1996)  to  a  three-component  model since the concept of student engagement in the nineties was  brought  forth.  Fredicks  and  Mc Colskey  (2012)  reviewed  the  terms  and subcomponents  of  student  engagement.  As  for  the  terms,  they  include:  student engagement, school engagement, academic engagement, engagement in class and so forth  and  sometimes  “engagement”  is  mixed  up  with  “participation”  and “involvement”. However, as Abdullah, Bakar and Mahbob (2012, pp. 61-70) defined participation in his research that “participation in classroom is the acts of involvement in the class activities.... active participation includes asking questions, 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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