学术论文 非英语专业的英语学习方法.docx
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学术论文 非英语专业的英语学习方法.docx
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学术论文非英语专业的英语学习方法
Aninvestigationofnon-Englishmajorsafter-classEnglishreadingandtheirEnglishproficiency
Content
Abstracti
摘要iii
1Introduction1
1.1background1
1.2Currentsituation1
1.3Purposeofthestudy2
1.4Significanceofthestudy2
2Researchdesign3
2.1Researchquestions3
2.2Researchsubjects3
2.3Surveyinstruments3
2.4Spss11.55
3Analysisanddiscussion5
3.1ThetimeNon-EnglishMajorsspendinEnglishafter-classreading5
3.2Thepurposeandeffectsofafter-classEnglishreading6
3.3Readingmethodsandstrategies7
3.4RelationshipbetweenextracurricularreadingandEnglishproficiency7
4Conclusion8
5Somerecommendationsforcurrentsituations9
5.1Learningstrategies9
5.2Forindividuals9
5.3Forteachers10
Reference11
Appendix113
Appendix215
Appendix317
Abstract
Readingisanindispensablemeansforpeopletoobtainknowledge,manyforeignlinguiststhroughplentyofresearchesfoundthatalotofreadingincludingrecreationalreadingcanextremelyhelpfulforimprovingtheabilityinsecondlanguagelearningbuthowaboutthesituationofchineseNon-EnglishmajorsextracurricularReading,andwhatrelationshipbetweentheirextracurricularreadingandtheirEnglishproficiency?
Forthesequestionsthispaperpayparticularattentiontothefellowquestions
(1)HowlongtimetheNon-EnglishMajorsspendinafter-classreading?
(2)WhatisthepurposeofNon-EnglishMajorsafter-classreading?
(3)WhataretheeffectsofNon-EnglishMajorsafter-classreading?
(4)Whatrelationshipbetweennon-EnglishmajorsextracurricularEnglishreadingandtheirEnglishproficiency
Theinstrumentsadoptedinthispaperincludedtwoquestionnairesandinterviews.thequestionnaireconsistedoftwopartsthefirstpartisthebasicsituationofinvestigators,Thesecondpartconsistsmultiplechoices.RespectivelyresearchStudentsreadingmaterialselection,readingmethods,readinggoalsandreadingeffects.
Theinterviewswerebasedonthetwogroupsofquestionsmentionedabove.Therearesixintervieweeswereaskedquestionsessentiallylinkedtotheresearchquestions,andmostofthemwereopen-ended,allowingtheintervieweesgreaterfreedomtodescribetheirexperiencesintheirownwords.Forexample,whatdoyouusuallydobeforereading(duringreading,afterreading)
onyourown?
doyouoftenplan(monitor/evaluare)onyourown?
?
Howdoyoufeelaboutyourownfunctionsduringtheprocessofafter-classreading?
Aftertheanalysiswefindthat
(1)Thenon-Englishmajorsdidn’tspendmuchtimeinEnglishreadingafterclass
(2)Agreatmajorityhavesomecertainpurposeinreading
(3)Moststudentspaycertainattentiontotheirstrategieswhilereading
(4)Thereisaslightpositivecorrelationbetweenafter-classreadingtimeandEnglishproficiency.
Finallywegivesomesuggestionsforstudent’safter-classreading
摘要
外语教学在我国己经历了相当长的时间,并取得了长足的发展。
许多学习者投入了十几年的时间来学习英语但,收效却很不乐观。
许多国外语言学家通过研究发现,大量的阅读,包括消遣性阅读,对提高第二语言能力极有裨益,同时随着科技的深入发展,知识更新越来越快,迅速获取大量的信息就显得相当迫切而重要,而众所周知当今世界许多先进科技与知识信息都来自于国外,因此提高英语能力对于中国学生来说尤为重要,而对于在国内英语学习环境的学生而言,阅读就无可争议地成为最有效的途径。
但现在中国非英语专业学生的英语课外阅读情况究竟如何,与其英语水平的关系又如何呢?
针对这些问题,本研究随机选取了西北师范大学非英语专业的86名同学进行了调查,这86名受调查者分别来自于不同的学院及不同的系别,受调查者当中男女比例基本均衡,且文理科都有。
经过第一轮的问卷我们还对其中个别学生进行了深入的访谈,确保研究结果客观合理具有一定可参考性。
本调查采用问卷法和访谈法,分别对受调查者用于英语课外阅读的时间,阅读过程中是否采用基本阅读策略,他们的阅读目的,及他们的英语课外阅读时间与其英水平的关系进行调查分析通过调查我们发现
(1)非英语专业同学们用于英语课外阅读的时间依然偏少,阅读量较小。
(2)部分同学阅读方法不当,在阅读中没有采用阅读策略的意识。
(3)大部分同学都是进行有目的性的英语课外阅读,其中出于提高英语成绩的目的较为普遍。
(4)非英语专业学生的课外阅读量与其英语水平呈微弱相关
最后经过结果分析,本调查还针对目前非英语专业学生英语课外阅读提出了一些较为可行的建议,也给广大老师在英语教学过程中给予学生阅读方面的指导提出了一些建议。
Keywords:
Non-Englishmajors、after-classreading、Englishproficiency
1Introduction
1.1background
(1)Studybackground
Readingisanindispensablemeansforpeopletoobtainknowledge.In2006,UniversityofElectronicScienceandTechnologymadeanInvestigationofafter-classreadingconditionsfornon-Englishstudents,theresultsshowthat71%ofthestudentsagreethatreadingisthemainwayofacquireknowledgewhichisamuchhigherpercentagethanclassroomlearning(30%).meanwhilereadingcontentandstudents'proficiencylargelydependonafter-classworkHowever,undertheinfluencetheexamination-orientededucation,Englisheducationinourcountryarealwaysstressedtextbooks,grammarlearning,whileignoringextracurricularEnglishreading.Althoughthequalityofeducationhasbepromotedandthecreditsystemhasbeenputintopracticeinouruniversities,Withthepromotionofeducationquality,thissituationhaschangedhowthesituationofChinesenon-EnglishmajorsextracurricularEnglishreadingwhat’stherelationshipbetweentheirreadingandtheyEnglishproficiencyandteachershowtogivenguidanceandassistancetotheirstudents,inordertosolvethoseproblemweconductedthissurvey
(2)Theoreticalbackground
Krashen--InputHypothesis(1982,1985)thinkthatthekeyfactorwhichinfluencesecondlanguageacquisitionistoreadalargenumberofmeaningfulandinterestingcontacts,ThenShemadeclearthatvocabularyandspellingacquisitioncomesfromreading.Bailey(1991)Studiedbyquestionnairefindsthatthenumberofpleasurereadingwaspositivelycorrelatedwithreadingability.Otherstudiesalsoshowthatalotofreadingcannotonlyimprovethereadingabilityofsecondlanguagelearners,expandvocabularybutalsoimprovetheirlanguageskillsandlanguageproficiency.
1.2Currentsituation
Whetherweareintheclassroom,orinsocialnetworks,youcanseemanystudentshaveextremitycompliantanddissatisfactionforEnglish.TheimpressionformostofthestudentsontheEnglishisboringanddifficult.Intheclassesmanystudentsprefertosleep,playphone,distracted,andevennumerouscasesoftruancy.Onlyafewofstudentsstudyhard.AnddolotsofpracticeespeciallythereadingpracticetoimprovetheirEnglishproficiencybuteffectisverypoor.Inthefinalexammoststudentsjustbyrecitetheanswersoftextbookstohaveagoodgradepoint,buttheirrealproficiencyisunsatisfactory.
Englisheducationplayauniqueandessentialroleinthetrainingofhigh-qualityscientificandtechnological.Therefore,theEnglishproficiencyofcollegestudentsoccupiesanimportantposition.SohavinganalysistoinvestigatehowtoimproveEnglishproficiency,andwhatrelationshipbetweenextracurricularreadingandEnglishproficiencyisnecessary.
Forthisquestion,wespecificallydidastudyfollowingissomedataAnalysisandStatistics.
1.3Purposeofthestudy
ThecurrentforeignlanguageteachingandlearninginChinaisfoundtobetime-consumingwithloweffectivenessandthishasattractedgreatattention.Intheuniversity,readingteachingisstillfocusedonteachers’teachingratherthanstudents’learning.Itnegledstheirsubjectiveinitiativeandthusproducespassivelearners,andineffectiveteachingandlearningtotheTochangethismaximumsituation,thebestwayavailableistofocusonthestudents.Alllearningcaninanycaseonlybecarriedoutbythestudentsthemselves.Focusingonthestudentsmeansthatstudentsshouldtakethedominantposition,makethemostoftheirextracurriculartime,andtaketheresponsibilityoftheirreading.Learnhowtoreadeffectivelylaysthebasisforthesuccessfulreforminreading.
1.4Significanceofthestudy
Alongwiththedevelopmentofglobalcommunication,thecomingoftheinformationage,theEnglishlanguagehasstartedtoplayallincreasinglyimportantroleinoursocialandeconomiclife.However,teacher-centeredapproachesandspoon·fedmethodshavebeenprevalentforalongtimeinChina’scontext.Besides,intheChinesecontext,fewempmcalresearcheshavebeendonetodeterminehowforeignlanguagelearnersplan,monitorandevaluatetheirreadingprocessorwhattheyactuallyknowabouttheirlearningprocess(xie,2000).ItisimportantthatstudentsthemselvesshouldbegivenopportunitiestothinkabouttheirreadingprocessSOthattheymaybecomeawareoftheirownbehaviorandhowthesebehaviorcaninfluenceefficiencyofreading.Itishopedthatthisstudywillresultinabetterunderstandingoftherelationshipbetweenthereadingabilitylearnersholdandtheirbehaviorinreading.Suchanunderstandingwouldassistteachersinadoptingamoreeffidemteachingapproachinclass.
2Researchdesign
2.1Researchquestions
Thisstudymainanswerthefollowingquestions:
(1)HowlongtimetheNon-EnglishMajorsspendinafter-classreading?
(2)WhatisthepurposeofNon-EnglishMajorsafter-classreading?
(3)WhataretheeffectsofNon-EnglishMajorsafter-classreading?
(4)Whatrelationshipbetweennon-EnglishmajorsextracurricularEnglishreadingandtheirEnglishproficiency?
2.2Researchsubjects
Theresearchsubjectsofthisstudyisthe66Non-EnglishMajorsfromNorthwestNormalUniversity,Theiragerangefromtwentytotwenty-two-year-old,averageageis21.32.amongthosepeoplethereare42girlsand44boys.
Form1(themajorsofthesubject)
Major
Japanese
TourismManagement
Physical
EconomicManagement
ChineseLinguisticLiterature
Physics
Studentnumber
14
23
11
8
11
19
Scale
16.28%
26.74%
12.79%
9.31%
12.79%
22.09%
2.3researchinstruments
QuestionnaireandInterview
(1)Questionnaire
Consistedoftwopartsthefirstpartisthebasicsituationofinvestigators,Thesecondpartconsistsmultiplechoices.RespectivelyresearchStudentsreadingmaterialselection,readingmethods,readinggoalsandreadingdifficulties.Inordertoavoidmisunderstandingsoflanguage,QuestionnairewritteninChinese.
Theitemsinthequestionnaireconcerninglearners’behaviorforlearnerautonomyinlearningEFLreadinginclude:
sixteenstatementspertainingtothesubjects’pre—readingbehavior,
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