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高职院校航海英语听说教学模式研究 [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-09-13编辑:lgg点击率:6318

论文字数:38596论文编号:org201709052034285582语种:英语 English地区:中国价格:$ 66

关键词:英语教学论文问题导向学习法合作学习探究学习

摘要:本文是英语教学论文,本文的研究方法是定量研究。研究工具,如问卷、教学实验将应用于我的研究。这项研究的教学方法是情景教学法,任务型教学法、合作学习法和建构主义方法。

t and more confident than before.In her PSR theory, “P” stands for three Ps, i.e. Preparation before class,Participation and Presentation in class. “S” is short for Summary after class and “R”represents Retelling before next class. In detail, Preparation involves both studentsand teachers. Students need to preview the words, sentence patterns and dialogues,which make students familiar with the new content to some degree. Teachers mustmake full preparations for the new class, not only get ready grammar and text but alsoteaching methods, taking into consideration whether the students know the contentwell. In class, they can instruct the students more effectively than only teach themfollowing the prescribed order.
........

2.2 Theoretical Framework of the Current Study
Krashen and terrel claim (1983) “we acquire (not learn) language byunderstanding input that is a little beyond our current level of acquired competence(P.32)”. Krashen’s (1988) claim is that learning will occur when the items the learnerswill learn are only just beyond their present level, which is called comprehensioninput. He describes the acquirer’s present level of competence as “1” and the levelimmediately following as “i”. The Input Hypothesis claims that learners makeprogress by understanding language that contains “i+1”. Swain (1985) believes thatunderstanding language and producing language are different skills, and her OutputHypothesis is pushing the learners to produce output – to say and write things. (LiuLiping, 2009)Social psychologists’ researches indicate that in group activities, if the teammembers do not have a clear responsibility, they are liable not to participate in groupactivities. (Zeng Qi, 2000) As one group, the common goal is only achieved by eachteam member’ s work, in which way each team member can fulfill their personalgoals. (Meng Xiangyu and Liu Nana, 2013)The characteristics of cooperative learning are consistent with the professionalcharacteristics of the seafarers. Team members share success and happiness throughcooperative working, experience the joy brought by collective intelligence andpromote the communication with each other and enhance feelings between them.
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Chapter 3 The Teaching Model Design for Listening and Speaking.......... 21
3.1 Characteristics of Maritime English Compared with General English... 21
3.2 The Teaching Model Design in a Term........ 22
3.3 The Teaching Activity Design in a Class......31
Chapter 4 Research of the New Teaching Model..........34
4.1 Research Questionnaire........34
4.2 Teaching experiment..... 38
Chapter 5 Results and Discussion on the Current Research.......42
5.1 Results for the Teaching Experiment...........42
5.2 Results for the Questionnaire.......43
5.3 Limitations of Results and Discussion.........43

Chapter 5 Results and Discussion on the Current Research

5.1 Results for the Teaching Experiment

We have mentioned in Chapter One about Question 2 “Will the new teachingmodel improve the students’ English?” and Question 3 “Will the new teaching modelimprove the students’ communicative competence?” Through the statistic analysis ofteaching experiment, we can draw such a conclusion that new teaching model hasbetter effect on students’ learning. Obviously the test class does better in oralimprovisation and listening test than th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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