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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:26846
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。
提高英语教学的因素
仅从1989年开始,柬埔寨才正式将英语教学作为中学的一门外语。1975年之前,学校的主要外语教学是教法语,但是在1970 - 1975年间,由于美国(政治和军事)在印度支那战争中的参与,对于英语的学习也是受到鼓励的(诺坎普,2002)。从1975年到1979年,由于这个国家已经开始陷入内战,导致外国语言的研究是一直被禁止的(诺坎普,2002)。从1979年到1989年,越南和俄罗斯语言正式被包括在学校的课程内。研究英语或者法语是被禁止的,如果一个人被发现学习英语或法语,他们将会受到非常严厉的处罚,甚至有可能被监禁(诺坎普,2002)。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(诺坎普,2002)。
英语教学问题陈述
Factors To Improve English Language Teaching
Education Essay
English
language was officially taught as a foreign language at secondary schools in
Cambodia only from 1989. Prior to 1975, the principal Foreign Language taught
in schools had been French but 1970-1975 because of American involvement
(politics and military) in Indochina War, the study of English was also
encouraged (Nou, 2002). From 1975 to 1979, the study of foreign language had
been forbidden due to the fact that this country had been plunged into civil
wars (Nou, 2002). From 1979 to 1989 Vietnamese and Russian were the languages
officially including in school’s curriculum. The study of English/French was
prohibited, if one was found to be learning them, they would be severely
punished and even imprisoned (Nou, 2002). There was some anecdotal evidence
from countless discussions with schools' directors, community of students' parents,
and learners, that most students wanted to learn English but schools could not
afford English Language Teaching to meet their demands because they lacked
teachers, classrooms, and teaching and learning materials (Nou, 2002). 2
CHAPTER I
INTRODUCTION
English
language is the worldwide language for over century ago and has been recognized
in many countries around the world as well as it will be taken a lead for
future (Crystal, 1997/2003). It is impossible to ignore its influence in any
part of the world and English language represents the progression of
globalization. Furthermore, English language teaching is a means of propagating
not only the English language, but also the globalization that the language
symbolizes (Igawa, 2010).
More
importantly, fast development of a single global lifestyle is the proliferation
of the English language. Language is a great agent of homogenization. If
English is gaining a lock on global language, the implications are clear: the
culture and other sectors of English Native Speaker countries will dominate
such as building styles, infrastructure development, communication and
transportation means, even governmental structure and the ways of practice, and
even some of their ideologies (Naisbitt & Aburdene, 1990). David Graddol
(2000) states “no single language will occupy the monopolistic position in the
21st century which has – almost – achieved by the end of the 20th century” (p.
59). David Crystal (1997) suggests that “a language becomes an international
language for one chief reason: the political power of its people – especially
their military” (p. 7).
Teachers
of English are focal persons of this globalizing process and are providers of
the impact that globalization on economy, employment opportunities, investment,
science, information technology and international relation, particularly those
teaching English as a foreign 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。