网络环境下中学英语学习策略研究英语优秀毕业论文文档格式.docx
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网络环境下中学英语学习策略研究英语优秀毕业论文文档格式.docx
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毕业论文(设计)任务书
学生姓名:
仇翠娥学号:
200801005704专业班级:
英语本科0809班
毕业论文(设计)题目:
网络环境下中学英语学习策略研究
题目类型
:
理论研究
毕业论文(设计)时间:
自2011年9月15日开始至2012年4月15日止
1.毕业论文(设计)内容要求:
[1]题目类型:
(1)理论研究
(2)实验研究(3)工程设计(4)工程技术研究(5)软件开发
2.主要参考资料
[1]Chamot,A.U.Theroleoflearningstrategiesinsecondlanguageacquisition[J].InMichaelP.B.,LearnerContributionstoLanguageLearning[M].Harlow:
Longman,1987.
[2]Cohen.A.D.StrategiesinLearningandUsingaSecondLanguage[M].London:
Longman,1998.
[3]O’Malley,J.&
Chamot.ALearningStrategiesinSecondLanguageAcquisition[M].Cambridge:
CambridgeUniversityPress,1987.
[4]Oxford,R.LanguageLearningStrategiesinaNutshell:
UpdateandESLSuggestions.TESOLJournal,1989,No.2
(2),18.
[5]Stern,H.FundamentalConceptsofLanguageTeaching[M].Oxford:
OxfordUniversityPress,1983.
[6]Van,L.L.InteractionintheLanguageCurriculum:
Awareness,Autonomy&
Authenticity(2ed.)[M].NewYork:
Longman,1997.
[7]Warschauer,M.,Kern,R.Network-basedLanguageTeaching:
ConceptsandPractice[M].Cambridge:
CambridgeUniversityPress,2000.
[8]陈军向,TheInternetasaTBLTAid[J].《第二届中国外语教学法国际研讨会论文集》,2006.
[9]文秋芳.英语学习策略论[M].上海:
上海外语教育出版社,1996.
[10]文秋芳,英语学习的成功之路[M].上海:
上海外语教育出版社,2003.
3.毕业论文(设计)进度安排
阶段
阶段内容
起止时间
1
查找并研读资料,拟定提纲
2011年9-11月
2
完成开题报告
2011年11月中旬
3
完成第一稿
2011年12月底
4
完成第二稿
2012年2月
5
定稿
2012年4月上旬
指导教师(签章):
____________日期:
__________________
系(教研室)主任(签章):
二级学院院长(签章):
注:
任务书由指导教师本人填写,经教研室主任(学术小组组长)审核后下发给学生。
毕业论文(设计)指导教师评语
建议成绩:
指导教师:
(签章)
年月日
毕业论文(设计)评阅教师评语
评阅教师:
(签章)年月日
毕业论文(设计)答辩记录
日期:
仇翠娥学号:
200801005704专业班级:
英语本科0809班
题目:
毕业论文(设计)答辩委员会(小组)意见:
答辩成绩:
评定等级:
答辩委员会(小组)负责人:
委员(小组成员):
(签章)
二级学院审查意见:
论文(设计)最终评定等级:
______________负责人:
______年___月___日
ABSTRACT
Withtherapiddevelopmentoftheinformationandeconomy,Englishisbecomingmoreandmoreimportant.However,moststudentsinmiddleschoolhavebeeninfluencedbyeducationalsystemandlearningenvironment,theycan’tlearnEnglishwell.Inweb-basedlearningenvironment,appropriatelearningstrategyisvitaltolearnEnglishwell.TheapplicationofEnglishlearningstrategiesaffectsthecultivationandformationoflanguagelearningcompetence.Therefore,specialemphasisontheresearchofEnglishlearningstrategiesinweb-basedlearningenvironmenthavegreattheoreticalandpracticalsignificanceinimprovingmiddleschoolstudents’Englishlevel.
Thispaperfirstpresentsanoverview,classificationandimportanceoflanguagelearningstrategies.Afterthat,itsummarizessomefeaturesofweb-basedlearningenvironment,suchasteachers’traits,students’traits,culturaltraitsandlearningenvironmentandfourfactorswhichinfluencestudents’Englishlearning,includegender,personality,motivationandconfidence.AndaccordingtoOxford’sclassificationofindirectlearningstrategies,itproposesthreekindsofstrategytrainingtoimprovemiddleschoolstudents’Englishwhichincludemeta-cognitivestrategytraining,affectivestrategytrainingandsocialstrategytraining.Theend,fromfouraspects,somesuggestionsareputforward,asfollows:
raisinglearners’awarenessofautonomyandstrategyuse;
guidingbyteachers;
buildingamorehumanizinglearningenvironmentbycoursewaredesigner;
promotingautonomythroughcurriculumdesign.
Keywords:
web-basedenvironment;
learningstrategies;
Englishlearning;
middleschoolstudents
摘要
随着信息和经济的飞速发展,英语在人们的生活中变得越来越重要。
然而,受教育体制和学习环境等因素的影响,我国的中学生英语学习能力并不强。
在网络学习环境中,恰当地使用学习策略对学好英语至关重要。
英语学习策略的使用影响着英语学习能力的培养和形成。
因此,在网络学习环境中,重视英语学习策略的研究,对于提高中学生英语学习能力具有重大的意义。
本论文首先阐述了学习策略的定义、分类及学习策略的重要性,接着从教师、学生、文化以及学习环境这几个方面分析了网络学习环境的一些特点,从智力、个性、动机、自信心这几个方面分析了影响中学生英语学习策略使用的因素。
然后根据Oxford对间接学习策略的分类,本文提出了3种如何培训学生提高英语学习水平的学习策略训练,即元认知策略训练、情感策略训练、社交策略训练。
最后,从四方面提出了有助于改善网络学习的一些建议,包括学习者要树立自主学习和使用学习策略的意识;
教师的引导;
通过软件设计建立一个更富人性化的网络学习环境;
课程设置方面多注重学生自主学习等。
关键词:
网络环境;
学习策略;
英语学习;
中学生
Contents
AbstractI
摘要II
Introduction1
Chapter1AnOverviewofLanguageLearningStrategies2
1.1DefinitionofLanguageLearning
Strategies2
1.2ClassificationofLanguageLearning
Strategies3
1.3ImportanceofLanguageLearningStrategies5
Chapter2Web-basedEnglishLearningStrategyofMiddleSchoolStudents6
2.1MainFeaturesofWeb-basedEnglishLearning6
2.1.1TeachersTraits6
2.1.2StudentsTraits7
2.1.3CultureTraits8
2.1.4LearningEnvironment8
2.2RelevantFactorsthatInfluencingLearners’StrategyUsage9
2.2.1Gender9
2.2.2Personality10
2.2.3Motivation10
2.2.4Confidence10
2.3StrategyTraininginWeb-basedLearningEnvironment11
2.3.1Meta-cognitiveStrategyTraining11
2.3.2AffectiveStrategyTraining12
2.3.3SocialStrategyTraining13
Chapter3SuggestionsofImprovingWeb-basedLearning15
3.1RaisingLearners’AwarenessofAutonomyandStrategyUse15
3.2GuidingbyTeachers16
3.2.1SelectingSuitableOnlineLearningMaterialfromtheInternet16
3.2.2GivingStudentsRelevantInstruction16
3.2.3OrganizingStudentstoCommunicateontheInternet16
3.2.4EvaluatingStudents’LearningFeedbackLogs17
3.3BuildingaMoreHumanizingLearningEnvironmentbyCoursewareDesigners17
3.4PromotingAutonomythroughCurriculumDesign18
Conclusion20
Bibliography21
Acknowledgements23
AppendixA:
InformativeChineseAbstract24
Introduction
Withtherapiddevelopmentoftheinformationandeconomy,Englishisbecomingmoreandmoreimportant.Oxford(1990:
1)indicatesthatlanguagelearningstrategiesare“especiallyimportantbecausetheyaretoolsforactive,self-directedinvolvement,whichisessentialfordevelopingEnglishlearningcompetence”.Also,someresearchersspecifythatlanguagelearningstrategiescontributetothedevelopmentoftheEnglishlearningcompetenceofstudents.Meanwhile,manyproblemsofusinglearningstrategyalsoappearandhaverestrainedweb-basedlearning.Studentsarelackofproperlearningstrategiesundernetworkcontext.Somestudentsusuallylackeffectiveweb-basedlearningmethodsandtheirstudyisnotwell-plannedorsystematic.Whentheystudyunderweb-basedcontextandmeetsomeproblems,theyevendonotknowhowtosolvetheseproblems.Theycannotfindoutsomecounter-measurements.AsforEnglishlearninginweb-basedlearningenvironment,thefocusishowtouselearningstrategyandhelpstudentsthemselveslearnmoreefficiently.Asaresult,itisnecessaryforstudentstotakelanguagelearningstrategytrainingtodeveloptheirEnglishlearningcompetence.
Ingeneral,thesituationinEnglishlanguageteachingischangingandstudentsaregivenmoreopportunitiestolearnEnglish,buttheresultisnotsatisfactoryforvariouscomplicatedreasons.ThebasiconeisthelackofeffectivelearningmethodsandstrategiesinEnglishlearning.So,asteacherstheyhavearesponsibilitytotrainthestudentstobeabletolearnEnglishintherealworldoutsidetheclassroomandthetestingroom.AndteachingstudentshowtolearnandtrainingtheminlearningstrategiesisEnglishteachers’importanttaskatpresenttime.
Thispaperfallsintothreechapters.Specificallyspeaking,besidestheintroductionandconclusion,itisorganizedasfollows:
Chapteroneisthegeneraloverviewoflanguagelearningstrategies,includingthedefinition,classificationonlanguagelearningstrategiesandimportanceoflanguagelearningstrategies.
Chaptertwosummarizessomefeaturesofweb-basedlearningenvironmentandfourfactorswhichinfluencestudents’EnglishlearningandproposessomeindirectEnglishlearningstrategytrainingtoimprovemiddleschoolstudents’English.
Chapterthreeputsforwardfourcorrespondingsuggestionstoimproveweb-basedlearning.
Chapter1AnOverviewofLanguageLearningStrategies
LanguageLearningStrategyisconsideredasoneofthemostinfluentialfactorsinthefieldofsecondlanguagelearning.TheimportanceoflanguagelearningstrategiesisatopicintheacquisitionofEnglishasasecondorforeignlanguagethatcommandsthatattentionofresearchesworld-wild(Green&
Oxford,1995:
13).Thischaptersummarizesanumberofdefinitionsoflanguagelearningstrategiesandclassificationoflanguagelearningstrategies.Thenitdiscussestheimportanceoflanguagelearningstrategies.
1.1DefinitionofLanguageLearningStrategies
Languagelearningstrategiesrefertoallkindsofstrategiesemployedbylanguagelearnersforeffectivelearning.However,asamatteroffact,uptonowtherestillremainmanyunresolvedissuesconcerninglanguagelearningstrategiesbecauseresearchersstudiedthestrategiesfromdifferentperspectives.Differentdefinitionsoflearningstrategies,narroworbroadinscope,canbefoundintheliterature.Forinstance,thefollowingdefinitionsoflearningstrategiesdemonstrateanumberofdifferentopinionsofsomeinfluentialresearchers.
Tarone(1981:
17):
Learningstrategiesareattemptstodeveloplinguisticandsociolinguisticcompetenceinthetargetlanguage.
Stern(1983:
5):
Inourviewstrategyisbestreservedforgeneraltendenciesoroverallcharacteristicsoftheapproachemployedbythelanguagelearner,leavingtechniquesasthetermtorefertoparticularformsofobservablelearningbehavior.
Chamot(1987:
4):
Learningstrategiesaretechniques,approachesordeliberateactionsthatstudentstakeinordertofacilitatethelear
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