共查询到20条相似文献，搜索用时 453 毫秒
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徐萍 《湘潭师范学院学报(社会科学版)》2007,29(6):214-217
课堂互动本身作为一种语言交际活动,是学生语言实践的极好机会,而学生课堂参与程度又直接关系着师生课堂互动的成败。通过实际调查和量化统计的方法,本研究旨在了解大学英语课堂学生参与模式的基本特征和学生对课堂活动类型的认同状况,通过对课堂参与模式、课堂活动类型、学习成绩和性格之间的相关性分析,探讨互动教学中影响学生课堂参与的主要因素。在此基础上提出了改进大学英语学生课堂参与行为的教学策略。 相似文献
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苏爱琼 《四川教育学院学报》2014,(1):100-103,113
在英语学习过程中学生的课堂参与和师生互动程度是影响课堂教学和学生学习成效的重要因素.文章运用定性分析的方法,通过课堂观察、问卷调查和访谈等方式,调查了非英语专业大学生的课堂参与情况,在对其现状和影响学生课堂参与的因素进行分析的基础上,提出了一些建议以促进非英语专业大学生英语课堂的有效参与. 相似文献
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盛普聪 《语数外学习(高中版)》2012,(11):91-91
教师言语行为是英语课堂教学中学生输入知识的主要途径,而学生作为课堂学习和活动的主体,情感因素也具有十分重要的作用。近年来,对于教师言语行为和学生情感因素的研究在逐渐增多,但是,对于二者的研究仍然较为孤立。本文旨在打破英语教学论和心理学的界限,把二者有效结合进行实践研究,证明教师正面的言语行为会对学生的积极情感产生重要的影响,从而使教师提高教学策略,学生提高学习成绩。 相似文献
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在英语教学中,学生课堂活动的参与度对教师的教学效果和学生的学习质量具有十分重要的意义。该文对影响学生课堂活动参与度的因素进行了系统的分析与归纳,从教师、学生、课堂活动三个角度分别总结了可能影响学生参与课堂活动的多种因素,并且针对各个因素相应地提出了具体可行的应对策略。 相似文献
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孙建军 《读与写:教育教学刊》2012,(5):24
学生能否积极地参与大学英语课堂活动对其英语学习效果有着至关重要的作用。本文通过问卷调查的方法,找出了影响非英语专业大学生英语课堂参与的主要因素,旨在根据调查结果改进课堂教学,促进学生的课堂参与。 相似文献
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韩关竹 《山西师大学报(社会科学版)》2005,32(4):133-137
学习策略在外语学习中占有重要的地位,而将学习策略与课堂教学融合起来效果如何还是个有待探讨的问题。本文采用准实验法,以自然班为实验对象,对山西师范大学2001级英语专业两个班65名学生进行了为期一年的学习策略分散培训,即在学生完成学习任务的同时对其逐步补充、训练学习策略。研究发现,学习策略的分散训练,不仅能够增强学生的策略使用意识,而且可以提高学生的学习兴趣,有效提高学生英语综合成绩且有明显的延期效果。 相似文献
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This study examined the role of self-construal and classroom goal structure in predicting Singapore secondary students' achievement goals in their English study. Students from 104 classes were administered surveys of achievement goals, classroom goal structure, English self-concept, and self-construal. The results of two-level hierarchical linear modeling showed that after controlling for gender, previous English achievement, and English self-concept, interdependent self-construal significantly predicted mastery approach and avoidance goals, while independent self-construal was associated with performance approach, performance avoidance, and mastery approach goals. Mastery classroom goal structure predicted mastery approach and avoidance goals, whereas performance classroom goal structure predicted performance approach and avoidance goals as well as mastery avoidance goals. In addition, students with interdependent self-construal in classrooms with a performance focus were more likely to endorse mastery approach, mastery avoidance, and performance avoidance goals, while students with independent self-construal in classrooms with a performance focus tended to have performance approach goals. This study provides validation for the 2 × 2 framework of achievement goals, and advances our knowledge of how students adopt multiple goals. The findings are related to the educational achievement context of Singapore. 相似文献
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ABSTRACTFlipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement. 相似文献
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英语精读课课堂提问艺术浅谈 总被引：4，自引：0，他引：4
课堂提问是英语精读课上最常用的方法之一,是课堂教学的一个重要组成部分,是教学法的重要研究对象。加强对课堂提问这门艺术的研究,能有效地提高英语精读课教学效果。为此应对课堂提问的类型、问题的设计以及应注意的问题进行探讨。 相似文献
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杨延宁 《暨南大学华文学院学报》2010,(2):34-41
在新加坡,华文课堂上使用英语一直被视为禁忌。但是,随着新加坡社会语言环境的改变,越来越多的当地华族学生以英语为主要家庭用语。华文课堂上如何处理英语已经成为新加坡华文教学必须面对的问题。本文通过对新加坡华文教学的实际观察,探讨在华文课堂上以英语辅助教学的必要性和具体条件。课堂观察的结果表明,华文课堂上有必要使用英语的情况确实存在,并且主要同三类课堂活动相关。通过对有关资料的进一步分析,本文构建了华文课堂上的英语使用框架,明确了在特定课堂活动中使用英语的各种限制条件。 相似文献
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谷一明 《重庆职业技术学院学报》2011,(5):131-134
在独立学院开展大学英语第二课堂是目前独立学院大学英语教学的客观现状所要求的一种教学改革,同时也是营造大学校园双语语言与双语文化氛围的一个有效途径。本文以独立学院的实际情况为背景,通过对四川师范大学文理学院大一至大四400位学生大学英语学习状况的调查,探讨了开展大学英语第二课堂的必要性和现状,并提出了相关的完善措施,希望能为独立学院的英语教学改革提供可参考的实践案例。 相似文献
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Students' academic achievement is the result of the interplay between person-level and contextual factors (R. R: Greene, 2014; D. E. Hunt, 1975). Students perform better when classroom characteristics support their characteristics. The authors examine whether student perceptions of two classroom characteristics (care and control) fit with two Latino student characteristics (English language learner status and grit) in relation to their academic achievement. Using a sample of fourth- and fifth-grade Latino students from the Measures of Effective Teaching dataset (n = 3,272), the authors conducted a series of nested regression models with two- and three-way interactions between student characteristics and student perceptions of classroom characteristics. Findings revealed that grit is most strongly associated with Latino English language learners’ English/language arts achievement when students perceived that teachers used high levels of care and control. We conclude with implications for practitioners. 相似文献
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Creative literacy activities promote positive reading attitude in children learning English as a foreign language 
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下载免费PDF全文 Bonnie Wing‐Yin Chow Anna Na Na Hui Barbie Hiu‐Tung Chui 《Journal of Research in Reading》2018,41(2):278-289
This study investigated the effects of creative literacy classroom activities on the acquisition of English as a foreign language. Ninety Chinese second graders were tested on reading attitude and English receptive vocabulary knowledge. They were randomly assigned to either a control group or an experimental group, which engaged in English creative classroom activities for 10 weeks. Repeated measures analyses showed a significant interaction effect for reading attitude, providing empirical evidence that English creative classroom activities can enhance reading attitude. This study extends past research by demonstrating the links between creative activities and reading attitude, as well as highlights the feasibility of incorporating creative literacy activities within foreign language education. This provides a new direction for researchers and educators to develop instructional practices that incorporate a stimulating environment for English‐as‐a‐foreign‐language students. Future longitudinal research could examine whether these benefits can be maintained over a longer period. 相似文献
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浅谈英语课堂活动的开展与设计——感悟新编高中英语教材 总被引：1，自引：0，他引：1
吴小虹 《成都教育学院学报》2006,20(12):78-80
本着英语学科课堂教学既传授学生知识又发展学生智力的精神,教师应积极探索新教材,把握其编排新颖、涉及各种形式的英语活动的特点,并巧妙设计英语课堂活动以提高英语课堂效率。 相似文献
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There are a number of individual and affective factors which correlate foreign language learners’ achievement both positively and negatively. The aim of this study was to examine the relationship between perfectionism and English language achievement among high school third graders in Chenaran, a city in northeast of Iran, mediated by foreign language classroom anxiety. A sample of 239 students (110 males and 129 females) was assessed for their levels of perfectionism and foreign language anxiety using the Almost Perfect Scale-Revised and Foreign Language Classroom Anxiety Scale, respectively. Participants’ scores on their final English test were also used as the measurement of their English achievement. The results did not reveal strong correlations between perfectionism and participants’ English achievement (F = .515, p > .05); however, the mean English score of the participants was lower for maladaptive perfectionists. Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r = ?.357, p < .01). The results of analysis of variance revealed a significant positive association between perfectionism and foreign language anxiety, where maladaptive perfectionists were found to be more anxious than adaptive and non-perfectionists. Results did not support the hypothesis about foreign language anxiety as a mediator of the relationship between perfectionism and English achievement. Implications for both teachers and learners, and suggestions for further research are provided. 相似文献