留学生英语教学毕业论文 [10]
论文作者:英语论文论文属性:硕士毕业论文 thesis登出时间:2014-11-08编辑:zcm84984点击率:27837
论文字数:13245论文编号:org201411062241185962语种:英语 English地区:加拿大价格:免费论文
关键词:英语教学Education EssayEnglish Language Teaching英语教学
摘要:本文是一篇留学生英语教学论文,从学校董事、社区学生的父母和学习者那里无数的讨论中我们得到一些轶事证据,大多数学生是想学英语的,但学校不能满足他们英语教学的要求,因为他们缺乏老师,教室,学习和教学材料。
evancy and important for students and society as well, but
level of understanding for student would be vary from one lesson to another one
and some courses would do little but others might do more, and it also depended
on its necessarily and advantages for students and their communities. Thirdly,
course aspects could be successful if students had the knowledge and skills.
The course design had to be feasibility and succeeded but it was not mean that
the course had to be easy because students could be bored and unmotivated if
the course was too easy. Also, teachers could design course to be challenged,
provided feedback related to students’ skills and knowledge as well as provide
supplementary materials as well to ensure student could be manageable to
succeed the course. Fourthly, activities or topics were very interested and
attractive and teachers had to realize favourite things for students. Hidi and
Renninger (2006 as cited in Jones, 2009) stated “The potential for interest is
in the person but the content and the environment define the direction of
interest and contribute to its development” (p. 277). However, teacher had to
be more concentration on sustainable interest rather than short term interested
and tried to explore local context into instruction aspects to foster students
more enduring interest in the course content. Finally, the courses should be
demonstrated by caring whether students were successfully meet the course
objectives and purposes. The most important aspect of caring students’ learning
was that teachers cared about the students’ well-being in period of instruction
sessions.
Figure
3. A Model, based on a Social-Cognitive Theoretical Framework, in which Five
Components Lead to Increased Student Motivation, Resulting in Increased Student
Learning. Adopted from “Motivating Students to Engage in Learning: The MUSIC
Model of Academic Motivation,” by Jones, B., 2009, International Journal of
Teaching and Learning in Higher Education, Volume
21, Number 2, p. 273.
2.5.
Conceptual Framework
There
are many factors to improve teaching English language at secondary schools.
This study will be focused on some selected teaching areas as below:
Teaching
Skills and Methods: This part is addressed the ways of teachers’ capacity to
apply the various and proper ways of English teaching methods within the
classroom and for daily instruction. Learning theories of teaching to give
clear goals (reasons) of the activities to the students and to create effective
activities in order to improve the students’ skills (four skills).
Language
Improvement: Specifically on the ways to improve four skills of English
(listening, speaking, reading and writing) in the integrated ways. To be
betters teacher should keep learning English and practice English as much as
possible.
Subject
Knowledge Matter: To have knowledge and proficiency of English. Teachers must
have or get enough knowledge of English to teach, for example, grammar, words,
phrases, and so on. To build up professional skills and to analyse the
difference between English and other language as well as local language,
especially that of sound structure.
Motivation:
To see the ways of teachers motivate students to study English because most of
students will not study (read) English any more be
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