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语言思维模式对高中生英语课堂交际意愿的影响探讨

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-07-13编辑:vicky点击率:869

论文字数:49666论文编号:org202207121610254252语种:英语 English地区:中国价格:$ 66

关键词:高中英语教学论文

摘要:本文是一篇高中英语教学论文,根据研究结果和讨论,最后一章得出研究结论。首先,总结和介绍了本研究的主要发现。第二部分是研究结果的启示。接下来讨论了本研究的局限性,最后对进一步研究二语WTC和语言心态提出了建议。

本文是一篇高中英语教学论文,本研究以高中生在英语课堂上的第二语言交际为中心。研究者关注学生的特质二语WTC,引入语言心态作为影响变量,提出二语学习动机和二语课堂焦虑是二语WTC和语言心态之间的两个中介变量。

Chapter One Introduction

1.1 Background of the Research

With the development of English-as-a-foreign-language (EFL) teaching in China, increasing emphasis has been put on learners’ overall communicative competence. Incorporating the test of spoken English into the college entrance examination can reflect such emphasis from one aspect. It has been widely recognized that learners’ great performance on a written test does not necessarily translate into good English-speaking proficiency. Therefore, it calls for enough attention on helping learners develop their oral competence in English. Opportunities for Chinese learners to practice using English to communicate, to some extent, are restricted to classroom contexts. Although teacher-fronted teaching mode can hardly be altered, English teachers have been trying to provide students with more chances and encourage them to carry out more communicative interactions in English in class. For example, teachers design and organize more English learning activities in the form of pair or group work, where every student can have the chance to express themselves in English. However, it is not rare to find that some students keep silent or are reluctant to speak in English, which might be the consequence of a combination of different factors. In fact, such phenomenon is not unique to the Chinese EFL learning contexts and can be noticed in a broader English as a second or foreign language contexts. 

1.2 Purposes of the Research

Investigating senior high school students’ L2 WTC in English class lies at the core of the present research. Differing from L1 WTC, which is a trait-like predisposition, L2 WTC proves to be affected by both personality and situational factors. This research would focus on the more trait-like perspective of English learners’ WTC, which doesn’t mean that the situated and dynamic character of L2 WTC is denied. The fact is that situational factors cannot be fully controlled, and communicative environment is not always ideal. For example, the topic under discussion in an English class is recognized by many learners as a situational factor that influences their L2 WTC. If students have higher trait-like L2 WTC, they are more likely to take part in the communicative learning activities in English class, even if they are not interested in or familiar with the topic. The author of the present research expects that students’ overall tendency to communicate in English class could be raised, so that students can make full use of the opportunities in English class to carry out communicative interactions with the teacher and with other students. 

A few latest research concerning L2 WTC has factored in a construct that is quite new to the field of SLA. The construct, termed as language mindset, refers to an individual’s belief about whether the ability to learn a new language is fixed or malleable. Language mindset can decide how language learners make sense of their learning experiences. Learners who regard language intelligence to be changeable through efforts hold a stronger growth language mindset and have different effort beliefs, attribution tendency, goal orientation, failure mindsets, self-regulatory tendency, and competence-based emotional tendency from those with a str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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