高职院校护理专业英语教学中内容依托式教学的实验研究 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-05-16编辑:lgg点击率:6123
论文字数:38293论文编号:org201605061737468380语种:中文 Chinese地区:中国价格:$ 33
关键词:高中英语教学论文学习动机英语能力水平高职院校学生
摘要:本文是高中英语教学论文,本研究的对象全部来自于石家庄医学高等专科学校护理专业的大二学生,他们均通过了英语应用能力考试 A 级。这 160 名拥有相同年龄以及相似学习经验的测试者被分为了实验组(82 人,内容依托式教学)和控制组(78人,传统方式教学)。
sp;and English proficiency of EFL learners according to the qualitative and quantitative study between the control group and the experimental group as well as among the subgroups within the experimental group. The answers to the questionnaire and the English test scores in the pretest and post-test are the basis of data analysis’ results in the instructions of content-based and regular English. In order to guarantee the influence on the English learning motivation and proficient level in CBI context, the subjects in the experimental and control group can be divided at the very beginning as follows:In this study, the researcher investigate the motivation (motivation intensity and the desire to learn English) of the EFL learners at the beginning and the end of this experiment. With the help of questionnaires, interview and SPSS, the researcher assesses the effect of CBI on learners. The data is analyzed by the Independent Samples T-test to show the difference of motivation between the control group and the experimental group. In the pretest of Table 4.2, it can be found that before the teaching experiment starts, there are no significant differences in the learning motivation (t=.499, p>.05) between the experimental group and the control group. That is to say, both the motivation intensity (t=-.427, p>.05) and desire to learn English (t=1.219, p>.05) are not significantly statistic differences at the beginning of the experiment. In brief, the researcher can easily found that all learners in these two groups have the equivalent English learning motivation in the pretest. At the end of this teaching experiment, compared with the post-test of Table 4.2, it can be seen obviously that the motivation intensity, desire to learn English and overall motivation in these two groups all have enhanced. Specifically speaking, there are significant differences in the desire to learn English (t=2.186, p<.05) and overall motivation (t=2.201, p<.05). That is to say, the learners in the experimental group have the stronger desire to learn English than the ones in the control group, for which the students recognize the advantages and adapt the teaching methods of CBI.
.........
Conclusion
First of all, CBI has a positive influence on EFL learners in enhancing their motivation of learning English. CBI provides EFL learners with the special context which is suitable for their specific interest and needs of learning English. Therefore, the learners in this teaching
methodology are highly motivated, which integrates the target language with the content on great effort in and out of class to complete the assigned tasks. In
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。