簡介：華中師范大學(xué)碩士學(xué)位論文外語學(xué)習(xí)焦慮，語言學(xué)習(xí)策略的使用及外語成績關(guān)系的研究姓名樊友紅申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)英語指導(dǎo)教師張應(yīng)林20070401⑨碩士擘住論文MASTER’STHESIS學(xué)生使用學(xué)習(xí)策略愈多，他的成績就愈好，他的外語學(xué)習(xí)焦慮感就愈低。反之，學(xué)生使用學(xué)習(xí)策略愈少，他的成績就愈差，他的外語學(xué)習(xí)焦慮感就愈高。筆者對語言焦慮，語言學(xué)習(xí)策略的使用對成績的影響進(jìn)行探討，期望本研究能使教師對學(xué)生的學(xué)習(xí)策略的使用及學(xué)習(xí)焦慮在外語教學(xué)中所起的作用有進(jìn)一步的了解，從而幫助學(xué)生更好地學(xué)習(xí)外語。關(guān)鍵詞外語學(xué)習(xí)焦慮語言學(xué)習(xí)策略及使用；外語成績

簡介：湖北大學(xué)碩士學(xué)位論文教師對角色、語言學(xué)習(xí)和教學(xué)實(shí)踐觀念的個(gè)案研究姓名龐詠蘭申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師王志茹20070501ABSTRACTTEACHERS’BELIEFSHADAGREATERINFLUENCETHANTEACHERS’KNOWLEDGEONTHEWAYTHEYPLANNEDTHEIRLESSON,ONTHEKINDSOFDECISIONSTHEYMADEANDONTHEIRGENERALCLASSROOMPRACTICE．THEREISAGROWINGBODYOFEVIDENCEINDICATINGTHATTEACHERS’BEHAVIORSAREHIGHLYINFLUENCEDBYTHEIRBELIEFS，WHICHINTURNARECLOSELYLINKEDTOTHEIRRULES,TOTHEIRVIEWSOFTHEWORLDANDTOTHEIRCOMPREHENSIONSOFTHEIRPLACEWITHIT．ALTHOUGHTHESIGNIFICANCEOFTEACHERS’BELIEFSHASBEENRAISED,MOSTARTICLESINCHINESEJOURNALSJNSTINTRODUCEBELIEFTHEORIES,LACKINGINEMPIRICALSTUDIES．BESIDES,MOSTOFTHERESEARCHESCONCERNINGEFLTEACHERS’BELIEFSINCHINAWEREUNDERTAKENINCOLLEGES．HOWEVER,SOMEURGENTINNOVATIONSINHI【GHSCHOOLEFLTEACHERS’PROFESSIONALDEVELOPMENTSHOULDALSOBEONTHEAGENDA．ABOVEALL,EVENTHOUGHMANYRESEARCHERSADOPTEDQUESTIONNAIREASTHEIRAO∞SSTODATACOLLECTION,BUTTHEDATAGATHEREDINTHEQUESTIONNAIRESWEREMERELYUSEDINTHEIRQUALITATIVEANALYSIS．FEWDEVELOPEDASCALETRYINGTOIDENTIFYTEACHERS’BELIEFSINAMORESYSTEMATICWAY．BASEDONTHEPREVIOUSWORKOFCATEGORIZATIONOFTEACHERS’BELIEFS，THEAUTHORDESIGNEDASCALEWITHTHREESUBEATEGORIES一BEFIEFSABOUTTHEROLESOFLEARNERS＆TEACHERS,BELIEFSABOUTLANGUAGELEARNINGANDBELIEFSABOUTTEACHINGPRACTICE．THERESEARCHINVESTIGATEDATOTALOF27EFLHIGHSCHOOLTEACHERS’BELIEFS．ASELFREPORTQUESTIONNAIREWASADOPTEDTOINVESTIGATETHESTATUSQUOOFTHEIREXPLICITBELIEFSASWELLASTHEINFLUENCEOFTEACHERS’VARIABLESONTHEIRBELIEFS．SOFTWARESPSS13．0WASUSEDTOANALYZETHECOLLECTEDDATA．MEANWHILE,INTERVIEWSANDJOURNALWRITINGWEREEMPLOYEDTOPROBETHEIRIMPLICITBELIEFSANDTESTIFYTHERESULTOFTHEPREVIOUSSTATISTICALREPORT．FIRSTOFALL,THESTATISTICALDESCRIPTIONREPORTEDTHAT27PARTICIPANTTEACHERSPOSSESSFAIRLYPOSITIVEBELIEFSABOUTTHEROLES,LANGUAGELEARNINGANDTEACHINGPRACTICE，BUTTHEIRBELIEFSABOUTTHEMLESVARYMOREGREATLYTHANTHEOTHERTWOSUHEATEGORIES．AMONGTHEPERSONALVARIABLES,TEACHERSAGE．INITIALANDFINALQUALIFICATIONDONOTINFLUENCETEACHERS’BELIEFSSIGNIFICANTLY,BUTTEACHERSAGEANDYEARSOFTEACHINGARENEGATIVELYCORRELATINGWITHTEACHERS’BELIEFS,ESPECIALLYYEARSOFTEACHING,WHICHISHIGHLYCORRELATINGWITHBELIEFSABOUTTHEROLESANDCANPREDICTITTOTHEEXTENTOF16．8％．INADDITION,THEREISCORRELATIONSHIPBETWEENTHETHREESUBEATEGORIES一BELIEFSABOUTTHEROLESOFLEARNERS＆TEACHERSARCSIGNIFICANTLYANDⅡ

簡介：福建師范大學(xué)碩士學(xué)位論文語言學(xué)習(xí)動(dòng)機(jī)對中學(xué)生英語學(xué)習(xí)策略的影響研究姓名徐玉蓉申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)英語指導(dǎo)教師王麗麗20090101ABSTRACTTHISSTUDYISDESIGNEDTOINVESTIGATETHEE￡FECTSOFLANGUAGELEARNINGMOTIVATIONONTHEUSEOFLANGUAGELEAMINGSTRATEGIES●MIDDLESCHOOLSIILCHINAAIOTALOF1758EFLLEARNERSEFLLEARNERSATLESCHOOLSINXXPROVINCETOOKPARTINTHISRESEARCHSTUDYTHEPARTICIPANTSCOMPLETEDTHETHREESETSOFSELFREPORTEDQUESTIONNAIRES，INCLUDINGBACKGROUNDCHARACTERISTICS，MOTIVATIONALQUESTIONNAIRE，ANDSTRATEGYINVENTORRFORLANGUAGEI七AMINGSII10THECOUECTEDDATAWERECOMPUTEDANDANALYZEDTHEFINDINGSOFTHESTUDYWEREGENERALIZEDASFBLLOWS1CHINESEMIDDLESCHOOLEFLLEAMERSTENDEDTOBEMOREEXTRINSICALLYTHANINTRINSICALLYMOTIVAFEDINLEARNINGENGLISH2THEREWASNOTA夸REATDIA’ERENCEAMONGTHEFTEQUENCYOFEACHSTRATEGYTHATCHINESEMIDDLESCHOOL’EFLLEARNERSREPORTUSING，ALLINMEDIUM。USELEVEL3STATISTICALLYSIGNIFICANTDI骶RENCESWEREFOUNDINMOTIVATIONALINTENSITY，INTRINSICANDEXTRINSICMOTIVATIONREGARDINGBACKGROUNDCHARACTERISTICS，SUCHASGENDERANDGRADE4STATISTICALLYSIGNIFICANTDIFFERENCESWEFEFBUNDINTHEUSEOFSI【SUBCATEGORIESOFLANGUAGELEARNINGSTRATEGIESANDOVERALLSTRATEGIESWITHREGARDTOGRADE；HOWEVER，STATISTICALLYSIGNIFICANTDIFI’ERENCESWEREFOUNDINTHEUSEOFCOGNITIVESTRATEGIES，METACOGNITIVESTRATEGIES，SOCIALSTFATEGIESANDOVERAJLSTRATEGIESWITHREGARDTOGENDER5INTRINSICMOLIVAFIONHADASFRONGERCORRELATIONTHANDIDEXTRINSICMOTIVATIONWITHMOTIVATIONALINTENSITY6

簡介：位論文學(xué)校代碼10269學(xué)號61070204124葶泵印毿天學(xué)系統(tǒng)功能語言學(xué)理論在高中英語閱讀教學(xué)中的運(yùn)用院系類別領(lǐng)域指導(dǎo)教師申請人外語學(xué)院英語系●教育碩士學(xué)科教學(xué)英語金衡山教授吳峰2011年3月完成JLLLLLLILL㈣MILLLL舢|111111111ⅢⅢY1903545MASTER’SDISSERTATIONOF201LUNIVERSITYCODEL0269’ENROLLMENTNUMBER6L070204L24MARCH，201L助ST吼INAL；№RMA噩如IVE弼ITYANEXPERIMENTALSTUDYONTHEAPPLICATIONOFSYSTEM埝TICFUNCTIONALLINGUISTICSTOTHEREADINGTEACHINGINSENIORMIDDLESCHOOLDEPARTMENTDEPARTMENTOFENGLISHMAJORMASTEROFEDUCATIONRESEARCHDIRECTL0NTEACHINGENGLISHASAFOREIGNLANGUAGESUPERVISORPROFESSORJINHENGSHANCANDIDATEW，UFENG

簡介：分類號密級UDC編號10736碩士學(xué)位論文英語教材和數(shù)學(xué)教材編排體系的對比分析基于知識語言學(xué)和有意義學(xué)習(xí)理論的研究研究生姓名張巧榮指導(dǎo)教師姓名、職稱趙登明教授專業(yè)名稱課程與教學(xué)論研究方向英語教學(xué)論2013年6月英語教材和數(shù)學(xué)教材編排體系的對比分析‐‐‐基于知識語言學(xué)和有意義學(xué)習(xí)理論的研究張巧榮西北師范大學(xué)）西北師范大學(xué)研究生學(xué)位論文作者信息論文題目英語教材和數(shù)學(xué)教材編排體系的對比分析‐‐‐基于知識語言學(xué)和有意義學(xué)習(xí)理論的研究姓名張巧榮學(xué)號2010210588專業(yè)名稱課程與教學(xué)論答辯日期2013年6月2日聯(lián)系電話15002588449E_MAIL121856652通信地址郵編山東省臨沂市郯城縣龍泉小區(qū)1號樓1單元202室備注

簡介：華僑大學(xué)碩士學(xué)位論文從語言學(xué)角度論優(yōu)化新聞標(biāo)題的策略姓名劉艷申請學(xué)位級別碩士專業(yè)漢語言文字學(xué)指導(dǎo)教師紀(jì)秀生20100501ABSTRACTABSTRACTINANEWS,THENEWSTITLEISPLAYINGTHEVITALROLEITSUMMARIZESTHENEWSTHECENTRALTHOUGHTTHATISTHEAUDIENCES“THENEWSPAPERREADINGGUIDE”,THUSTHERESEARCHNEWSTITLEHASTHENECESSITYESPECIALLY“READSTHETOPICTIME”THEARRIVAL,MAKESTHENEWSTITLETOSTUDYIMPERATIVETODAY,BRIEFANDTOTHEPOINT,VARIOUS,THELANGUAGEISLIVELY,ANDTHEINFORMATIONCONTENTBIGNEWSTITLEOBTAINSAUDIENCESAPPROVALBUTALONGWITHTIMEPROGRESS,PEOPLERHYTHMOFLIFESQUICKENING,THEPERFORMANCEWILLBEMOREVIVID,THECONTENTMORECONCRETEENRICHMENTNEWSTITLETOWILLCERTAINLYTORECEIVEWELCOMESATISFIESTHENEWTIMESTHEAUDIENCESTONEWSTITLETHISREQUEST,NEEDSTHELINGUISTICSMETHODOLOGYTOPROVIDETHEMETHODFORTHENEWSTITLERESEARCHTHEINSTRUCTIONSELECTSTHEMASSIVENEWSTITLEEXAMPLE,CONDUCTSTHEANALYTICALSTUDYFROMTHELINGUISTICSMETHODOLOGYANGLETOITONTHEONEHANDTAKETHEINTERNALLINGUISTICSSRESEARCHTECHNIQUEASTHEINSTRUCTION,NAMELYFROMTHESTATICSTATE,ALTOGETHERTHETIMEANGLERESEARCHQUESTIONSMETHOD,OPTIMIZESTHENEWSTITLERESEARCHDIRECTIONNEWSTITLELANGUAGEITSELF,INCLUDINGITSPRONUNCIATIONFORM,VOCABULARY

簡介：遼寧師范大學(xué)碩士學(xué)位論文運(yùn)用第二語言學(xué)習(xí)策略培養(yǎng)學(xué)生的自主學(xué)習(xí)能力姓名何呂旗申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（英語）指導(dǎo)教師董廣才20021201EMPLOYTHELEARNINGSTRATEGIESTOFOSTERTHESTUDENTS’PAGES39I。EARNINGAUTONOMYINSECONDLANGUAGELEARNINGLUQIHENOVEMBER，2002ONTHEHASISO{【HCLINGLISHCUR}。ICUIIJMCRITERIH『XDCRIMONTALDRAFLL．THETNSKNILINGISHC『TJRK，INHASLCEDUCIITJTRLAISRAGEAREHKF．0IIOWSSLIROL1INTEAND{LOS{211LHESTUJONLS’INLER’ESLN1EHRLIFLGLNGISHI、ILN1THEIRSCIICONRIDORICOANJSCLI一OSLOCMIORMGOODLE￡TRNINGHAHILSANDEFICICALCFLL‘NINGSLI’HTCG【OSTOEVELOPTHESTUDENTS’1EFTR}LINGAUTONO蛉ANDEOOPERATIVOSPIRLT，ZHMSMAKEASOL；DL’OUNDATIO乳{10FTHELR1{FE{ONG1CAFN{NG軸111|CVCI¨0MCNL．1HEFTNTT¨EFCRITOI‘IADEMANDSTHATWESHOULDLNTEGR}ILETHEUSEFFHFNINGSTFAFEGIOSWITHTHEFOST．EL“INFFOF1EARNINGAUTONOMYCIOSULY．TH輯T；S．；ONRNINGSLRATEGYJSNGUARANTEEROFSTUDENTSTOIMPROV2THL2IR【EARNINGE盯ICIENCYANDDOVELOPTHEIR】EARNINGAUTONOMYLANGUAGEERRNINGSTRATEGIESALEMETHODSANDSTEPSCONSCIOUSLYSELECTEDBYLANGUAGE1E}|LRLLEVSSOASTOIMPROVETHEIRLANGUAGEPROFIEIENCY．THESTUDYBEGANNTHEMJD1970S．OVERTHEPAST30YEARS。MUCHRESEARCHHASBEENDONEONL“NDGL’CATACHIEVEMENTSHAVEBEENMADE，WHICHCONCERNMAINIYWITHDEFIF“LIINSANDCLASNI【’ITATI1NS。THEDIF’FERENEEHELWEENSTRATEGYEMPLNY；NHANDSTF’；N。譬VTRAINING．BHTUPLODALE，STUDIESONTHESLRATEGIE,RUSQ|HYMIDD|、SCH¨ISTUDENTXHAVEJLJSIBEGANSOMERESEARCHERSHAVEPJANNEDTONVESLI㈤IETHESTRATEGIESUSODBYSENORMIDDLESCHOATSTUDENTSINTEASCHOOLS¨．；IANGSUPROVIRICEBYMEANSORQUESLINNAIRES，NTERVIEWSANDMAKINGDJARJES．,E}LFNINGAUTONOMYSHNABILITYF、OFTHEI2ARNORSTOCMRLROLTHEJREARNING

簡介：天津師范大學(xué)碩士學(xué)位論文計(jì)算機(jī)輔助語言學(xué)習(xí)實(shí)效性研究姓名韓杰申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)英語指導(dǎo)教師貢群秋20030801ABSTRACTCOMPUTERSHAVELONGBEENREGARDEDASAPOTENTIALTOOLFORACCELERATINGTHELEARMNGOFAFOREIGNLANGUAGETHEREFORE，ALOTOFRESEARCHERSHAVEAAEMPTEDTODEMONSTRATETHEEFFECTIVENESSOFCOMPUTERASSISTEDLANGUAGELEARNINGCALLTHEPURPOSEOFTHISSTUDYISTOQUANTITATIVELYANALYZETHEEFFECTIVENESSOFCALLINLANGUAGELEARNINGASCOMPAREDWITHTRADITIONALINSTRUCTION，WITHTHEINTENTOFDETERMININGTHEOVERALLEFFECTIVENESSOFCALLINTHISFIELDTHISPAPERBEGINSWITHADESCLIPTIONOFLEARMNGTHEORIESTHATCANSUPPORTTHEUSEOFCOMPUTERSINTEACHINGANDLEARNINGITISFOLLOWEDBYADESCRIPTIONOFTHEDEVELOPMENTOFCOMPUTERUSEINEDUCATIONANDHISTORYOFTHERESEARCHONTHEEFFECTIVENESSOFCALLINTHEENSUINGSECTIONSACONTROLLEDEXPERIMENTDESIGNEDTOTESTTHEEFFICIENCYOFCALL也THEEN酉ISHCOURSETOTHESEVENTHGRADERSISPRESENTEDTOSTUDYIFCALLCANPROMOTEENGLISHLEARNERS、ACHIEVEMENTEVIDENTLY，COMPAREDWITH訂ADMONALMETHODSOFINSTRUCTIONTHERESULTOFTHEEXPERIMENTCOMPARINGCALLWITHTRADITIONALCLASSROOMINSTFL戚ONSUGGESTSTHATUTILIZINGTHEFULLPOTENTIALOFCAMCALLINCREASEINSTRUCTIONALEFFECTSCALLCALLPROMOTETHELEARNINGACHIEVEMENTOFAFOREIGNLANGUAGEKEYWORDSCALLENGLISHTEACHINGANDILCAMINGCONSTMETIVISMTHEORYMDTIMEDIATEACHINGEXPERIMENT4

簡介：上海師范大學(xué)碩士學(xué)位論文第一語言習(xí)得是第二語言學(xué)習(xí)的障礙嗎姓名黃徐娟申請學(xué)位級別碩士專業(yè)教育指導(dǎo)教師顧大僖20050301LANGUAGEACQUISITIONISAGENETICALLYDETERMINEDCAPACITYTHATA11HUMANSAREBORNWITHITISIMPORTANTTECOGNIZETHATANYCHILDWHOISCAPABLEOFACQUKINGSOMEPARTICULARHUMANLANGUAGEISCAPABLEOFACQUIRINGANYHUMANLANGUAGESPONTANEOUSLYANDEFFORTLESSLYWHETHERFIRSTLANGUAGEACQUISITIONISANOBSTACLEORFLHELPERTOWARDSSECONDLANGUAGELEARNINGISWHATHASPUZZLEDTHOUSANDSOFLEARNERSFORLONGONLYWHENWEMAKEARESEARCHINTOTHEDIFFERENCESANDSIMILARITIESBETWEENTHEMCANWEAPPLYSOMEOFTHEKNACKSFORFIRSTLANGUAGEACQUISITIONTOSECONDLANGUAGELEARNING，THUSHELPINGTHELEARNERSANDTEACHERSTOWORKMOREEFFICIENTLYKEYWORDSFIRSTLANGUAGEACQUISITION，INTERFEREWITH，THROWLIGHTON，SECONDLANGUAGELEARNING，PRACTICEINTEACHINGENGLISHLL

簡介：華東師范大學(xué)博士學(xué)位論文全語言研究兼論語言學(xué)習(xí)的社會(huì)文化觀姓名丁煒申請學(xué)位級別博士專業(yè)課程與教學(xué)論指導(dǎo)教師高文20090901ABSTRACTASATRENDOFTHOUGHTONLANGUAGEEDUCATIONBORNINTHEUNITEDSTATESINTHEMIDDLE20THCENTURYWHOLELANGUAGE，BASEDONAPRINCIPLEOFWHOLENESSANDCONNECTEDNESS，EXAMINESTHENATUREOFLANGUAGEANDLANGUAGELEARNING，ANDWITHCHANGINGTHECURRENTSTATEOFLANGUAGEEDUCATIONFEATURINGSKILLCULTIVATIONASTHEAIM，ITRAISESTHEBASICNOTIONONORGANIZINGLANGUAGECURRICULUMANDINSTRUCTIONIMPLEMENTATIONITDOMINATEDTHELANGUAGEEDUCATIONPOLICIESOFMANYDISTRICTSINTHEUNITEDSTATESINTHESECONDHALFOFTHE20THCENTURYANDDREWTHEATTENTIONOFTHESCHOLARSINTHEWHOLEWORLD，INCLUDINGTHECHINESESCHOLARSTHISSTUDYAIMINGTODEVELOPANDPERFECTTHEWHOLELANGUAGETHEORYTRIESTOEXPLORETHEHISTORICALCONTEXTOFTHEOCCU陽NCEANDDEVELOPMENTOFWHOLELANGUAGE，PROBEINTOTHEBASICTHEORIES，F(xiàn)OCUSESONTHEQUESTIONSABOUTLANGUAGELEARNING，ANDADVANCESTHESOCIALCULTURALPERSPECTIVEOFLANGUAGELEARNINGACASESTUDYWASALSOINCLUDEDSOASTOPERFECTTHEAUTHOR’SUNDERSTANDINGOFWHOLELANGUAGEANDTHESOCIALCULTURALPERSPECTIVEOFTHELANGUAGELEARNING，ANDTODREWSOMELESSONSFROMITTOGUIDETHELANGUAGEEDUCATIONREFORMBEINGCARRIEDOUTINCHINAOUTLINEOFTHEPAPERTHEFIRSTCHAPTERFIRSTEXPLORESTHEHISTORICALREASONSFORTHEBIRTHANDGROWTHOFWHOLELANGUAGEFROMTHEASPECTSOFAMERICANPOLITICS，EDUCATIONANDSOCIALLIFE，ANDTRIESTOIDENTIFYTHEIMPORTANTISSUESINITSEMERGENCEANDDEVELOPMENTONTHISBASIS，THECHAPTERPUTSFORWARDTHEDIVISIONLINEOFTHESTAGESOFITSDEVELOPMENTTHESECONDCHAPTERANALYSESTHEORIGINOFWHOLELANGUAGETHEORYFROMEDUCATION，PSYCHOLOGYANDLINGUISTICSAREVIEWONSOMESCHOLAR’SIDEASONLANGUAGELEARNINGANDDEVELOPMENLLANGUAGEEDUCATION，SUCHCOMENIUS，DEWEYPIAGET，VYGOTSKYANDHALLIDAYLAYSAFOUNDATIONFORTHEUNDERSTANDINGOFTHEMAINTHEORETICALPOINTSOFWHOLELANGUAGECHAPTERTHREEDWELLSUPONTHEBASICIDEASOFWHOLELANGUAGETHEORYFROMTHEFIVEPERSPECTIVES，NAMELYTHELANGUAGEVIEWLANGUAGELEARNINGVIEWLANGUAGEDEVELOPMENTVIEWCURRICULUMVIEWANDINSTRUCTIONVIEWTHUSCONSTITUTESANOVERALLPICTUREOFTHEWHOLELANGUAGETHEORYⅡ

簡介：江西師范大學(xué)碩士學(xué)位論文試論中學(xué)數(shù)學(xué)語言的學(xué)與教姓名鄧通德申請學(xué)位級別碩士專業(yè)教育碩士數(shù)學(xué)指導(dǎo)教師劉華祥20031001AOFPROBEINTOTHELEARNINGANDTEACHINGMIDDLESCHOOLMATHEMATICLANGUAGEPOSTGRADUATESTUDENTOFEDUCATIONOFGRADE2001MATHSANDINFORMATIONCOLLEGEJIANGXINORMALUNIVERSITYDENGTONGDEABSTRACTLANGUAGESERVESTHETOOLFORPERCEPTIONANDTHUSMATHEMATICLANGUAGEPERFORMSTHEFUNCTIONOFASPECIALLANGUAGEINHIGHSCHOOLMATHEMATICSTEACHINGITDIFFERSFROMNATURALLANGUAGEINTHATTHEADOPTIONOFSYMBOLLANGUAGEISCHARACTERIZEDOFCONCISIONANDABSTRACTNESSINTHEAPPROACHANDCONSEQUENTLYPRESENTSLANGUAGEDIFFICULTIESTOSTUDENTSMATHEMATICLANGUAGEHOWEVERPROVESTOBEAPOWERFULTOOLTOCOMPREHENDCONCEPTIONIDENTI廳GRAPHCARRYOUTCALCULATIONREASONANDDEMONSTRATEMATHEMATICLANGUAGETEACHINGHASBECOMECRITICALINMIDDLESCHOOLTEACHINGWHILEONTHEOTHERHANDITHASBEENATACHEDNOIMPORTANCEOWINGTOTHETRANSMISSIONOFKNOWLEDGETHINKINGFOSTERINGANDTHEABUSEOFTESTITEMSINTHEOPERATIONTHISPRACTICEHASTHEREFORERESULTEDINOBSTACLESINTHECOURSEOFLEARNINGTHEREISNODOUBTTHATTHERESEARCHINTOTHISFIELDREVEALSGREATWORTHINESSANDISOFFUNDAMENTALIMPORTANCETHISESSAYPRESENTSSTRATEGYFORTHEACHIEVEMENTOFTHEGOALFOCUSINGONTHEDETAILSASFOLLOWING1TOPROBEINTOTHECHARACTERISTICSOFMIDDLESCHOOLLANGUAGETEACHINGANDTHEFACTORSINTERFERINGWITHTHESTUDENTSACQUISITIONHOPINGTOGIVECLUESANDHINTSTOCOLLEAGUES2TODISCOURSEUPONTHEMAJORDIFFICULTIESINMIDDLESCHOOLMATHEMATICLANGUAGETEACHING3TOPRESENTTHESENSEANDIMPORTANCEOFMIDDLESCHOOLMATHEMATICLANGUAGETEACHINGANDTHECORRESPONDINGFUNCTIONS4TOINTRODUCETHERELATIVESTRATEGYANDSKILLFORENHANCEMENTCOMBININGWITHPERSONALTEACHINGEXPERIENCEANDTHEEXISTINGPROBLEMSKEYWORDSMATHEMATICLANGUAGETHEMIDDLESCHOOLMATHEMATICLANGUAGELEARNANDTEACHTHETEACHINGSTRATEGY

簡介：ABSTRACTTHEMATHEMATICALLANGUAGEISAMEDIUMCARRYINGMATHEMATICSTHOUGHT，SELWESTHETOOIFORMATHEMATICSACTIVITYSOMESTUDIESSHOWTHATTHEMATHEMATICSLANGUAGEABIL姆HASMUCHTODOWITHMATHEMATICSABILITYRECENTLY，MATHEMATICSLANGUAGEISGRADUALLYCONCERNEDINMANYWAYSFORITSFUNCTIONTOMATHEMATICSLEARNINGTHEEISSOMERESEARCHESINTOMATHEMATICSLANGUAGE，BUTLITTLERESEARCHINTOPARTICULARMATHEMATICSCONTENTTHESOLIDSGEOMETRYISANIMPORTANTCURRICULUMINPRECOLLEGECLASSES，BUTTHEQUESTIONNAIREANDINTERVIEWSTOTHESENIORHI曲SCHOOLSTUDENTSHOWTHESENIORHI曲SCHOOLSTUDENTSSOMETIMESCANNOTUNDERSTANDANDMASTERTHESOLIDGEOMETRYKNOWLEDGEVERYWELLJUSTDUETOTHEMATHEMATICSLANGUAGEPMBLEMTHEREISNODOUBTTHATTHERESEARCHINTOTHISFIELDREVEALSGREATWORTHINESSANDFUNDAMENTALIMPORTANCETHISESSAYFOCUSESONTHEDETAILSASFOLLOWS1，TOINTRODUCETHEMEANINGSANDSTUDIESOFMATHEMATICSLANGUAGEMATHEMATICSLANGUAGEISOILEOFTHENATUREOFMAN圯M8LICSITATTACHCSGREATIMPORTANCETOMATHEMATICSLEARNING2TODISCOURSEUPONTHEMAJORPROBLEMOFMATHEMATICLANGUAGELEARNINGANDTEACTANSABOUTTHESENIORHI曲SCHOOLSTUDCM’SLEARNINGTHESOLIDSGEOMETRYTHROUGHTHETESTANDSURVEYOFSMDEMSANDTHEINTERVIEWOFTEACHERS，WEHAVEFOUNDMATHEMATICSLANGUAGEPROBLEMLIESINMANYWAYSINVOLVINGDIFFICULTIESINDRAWINGSOMEGEOMETRICPICTURES，MATHEMATICSLANGUAGEEXPRESSIONBARRIER，ANDERE3TOINTRODUCETHERELATIVESTRATEGIESANDSKILLSFORENHANCEMEM，COMBINING、析TLLPERSONALTEACHINGEXPERIENCEANDTHEANALYSISABOUTTHEEXISTINGPROBLEMSKEYWORDSMATHEMATICLANGUAGEPROBLEM，THESENIORHI曲SCHOOLSTUDENT，THESOLIDSGEOMETRY，THETEACHINGSTRATEGIES

簡介：西南大學(xué)碩士學(xué)位論文通過教材的合理使用培養(yǎng)語言學(xué)習(xí)策略基于初中教材GOFIT的語言學(xué)習(xí)策略訓(xùn)練姓名張涵申請學(xué)位級別碩士專業(yè)外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師楊曉鈺20100401IV西南大學(xué)碩士學(xué)位論文的隱性訓(xùn)練、顯性歸納式訓(xùn)練以及策略訓(xùn)練評估等環(huán)節(jié)。此研究嘗試解決以下問題基于新目標(biāo)英語教材使用的策略訓(xùn)練對提升學(xué)生的英語學(xué)習(xí)策略有效嗎策略訓(xùn)練結(jié)束后用同樣的調(diào)查問卷和第二次訪談對策略訓(xùn)練的效果進(jìn)行評估，發(fā)現(xiàn)實(shí)驗(yàn)對象整體的策略使用頻率相對于訓(xùn)練前有明顯增加，尤其在社會(huì)情感策略的使用頻率上增加顯著，但在元認(rèn)知策略的使用上提高不明顯。研究結(jié)果表明教師可以通過新目標(biāo)英語教材的合理使用成功培養(yǎng)初中生的英語學(xué)習(xí)策略，對學(xué)生進(jìn)行英語學(xué)習(xí)策略的訓(xùn)練是必要且有效的。本研究給中學(xué)英語教師提供了一個(gè)可供參考的基于教材使用的英語策略訓(xùn)練方式。此外，本研究對英語教材的編寫者也是一個(gè)啟示，為他們在教材中更好地體現(xiàn)英語學(xué)習(xí)策略提供了依據(jù)。然而此項(xiàng)研究也存在一些局限和問題，如研究時(shí)間受限、研究樣本不足等。但只要中學(xué)教師們能合理運(yùn)用教材開展策略訓(xùn)練，是可以提升初中學(xué)生的英語學(xué)習(xí)策略的。關(guān)鍵詞英語學(xué)習(xí)策略；新目標(biāo)英語；策略訓(xùn)練；教材使用

簡介：一_。。，’V9霉疑、6■一一索取號鰻墨墨箜Z筻墨L二一F_密級一二壘玨一J’。南客耀勉’太孽O，一，，，’，?！褚灰弧耙灰唤?育碩I、士專業(yè)擎位二‘；～，霪毒固。1、一，?！Ｒ灰欢?。J一‘一，～。一一‘一一’，，，，，一‘一，‘O一一一‘77一中，學(xué)英語課堂中的動(dòng)態(tài)生成牲提問。I～一、。。?！?、I～、V、專芝≥及其對語言學(xué)習(xí)者的影響一、、‘，L。，’、‘UNPLANNEDQUESTIONSANDTHEIREFF、ECTOH’LANGUAGELEARNING，一一一。、、’一一‘，R，、J。≥，二二蘭。77THECASEOFHIGHSEHOOLENGLISHLANGU刪ASSROOMS。、I一、_’墨■。。、、R，一0O‘～‘芋作，J者一。7、、’；露舅鹺爹系R‘O一J五≯一，二一，R。指導(dǎo)教師≈，。一7。?！瑢W(xué)科專業(yè)’二一O。一’一’◆答辯時(shí)間；，。7日7，1。JIOJ≯，黃小燕、一。，。，外國語學(xué)院、，一，瀏學(xué)惠副教授一|I’1?！?‘I，一|、一，、一、■、、’、一～J窖警摯亨’‘一～。J”JJ豢’’／。’2005年N月，ABSTRACTTHEPRESENTRESEARCH，BASEDONTHETHEORIESOFSL～I(xiàn)NTERACTION＆CONSTRUCTIVISM，ANDUSINGCLASSROOMBASEDAPPROACH，SETSOUTTODESCRIBETHEFEATURESOFPLANNED＆UNPLANNEDQUESTIONSINCHINESEHIGHSCHOOLENGLISHCLASSESINVOLVINGTHREETEACHERSOFDIFFERENTEXPERIENCESTHESTUDYINCLUDESRATIOOFPLANNEDQUESTIONSANDUNPLANNEDQUESTIONS；THEIRDISTRIBUTIONINDIFFERENTPHASESOFCLASSROOMTEACHING；TYPESOFQUESTIONSRAISEDBYTHETHREETEACHERSSEPARATELY；NUMBERSOFTURNSANDWORDSCONTAINEDINTHESTUDENTS’ANSWERSAROUSEDBYPLANNED＆UNPLANNEDQUESTIONSRESPECTIVELY；ASWELLASDESCRIPTIONABOUTTHEEFFECTOFUNPLANNEDQUESTIONSONSTUDENTS’AFFECTTHESTUDYATTEMPTSTOFINDOUTHOWTEACHERS，BYUSINGUNPLANNEDQUESTIONS，F(xiàn)ACILITATESTUDENTS’LANGUAGEACQUISITIONANDPOSITIVEATTITUDETOWARDSLANGUAGELEARNINGRESULTSOFTHERESEARCHSHOWTHATINCHINESEHIGHSCHOOLENGLISHCLASSES，PLANNEDQUESTIONS，TOGREATEXTENTOUTNUMBERTHEUNPLANNEDQUESTIONS，WHICHSETSUSCONTEMPLATINGABOUTTHEAPPROPRIATERELATIONSHIPBETWEENTHEPRESETANDINSTANTANEOUSTEACHINGRESOURCES；UNPLANNEDQUESTIONINGTAKESPLACEWHENTEACHERSSTUDENTSFACETHEGENUINEINFORMATIONGAP，WHICHTENDSTOPROMOTEMORECOMPREHENSIVEINPUTINTOOUTPUTOUTOFSTUDENTS；CREATERELAXINGATMOSPHERELIABLE。TOINITIATEGENUINEINTERACTION，ANDLEADTOLEARNERS’AFFECTIONTOWARDSTHETARGETLANGUAGEANDLANGUAGETEACHERSMEANWHILE，THERESULTSREVEALTHEINTERRELATIONSHIPBETWEENTEACHERS’BACKGROUNDANDUNPLANNEDQUESTIONSWITHTHEPURPOSEOFPROBINGINTOTHENECESSITYOFREFORMINGLANGUAGETEACHERS’BELIEFSKEYWORDSHIGHSCHOOLENGLISHLANGUAGETEACHINGTEACHERTALKUNPLANNEDQUESTIONSLANGUAGELEARNINGLEARNERS’AFFECT

簡介：ABSTRACTTHECLASSROOMISANIMPORTANTSETTINGWHERESECONDLANGUAGELEARNINGISEXPECTEDTOTAKEPLACE。FORMANYOFL2LEARNERS，ITISALMOSTTHEONLYPLACEWHERETHEYHAVEREGULARCONTACTWITHTHETARGETLANGUAGE，WHICHISMUCHTHECASEINCHINATEACHERTALKASEXTERNALCONDITIONSFORLANGUAGELEARNINGPLAYSANIMPORTANTPARTINYIELDINGFAVORABLELINGUISTICENVIRONMENTSFORLEARNERSTOENGAGEINWITHINTHECLASSROOMRESEARCHSETTING，L2CLASSROOMISUSUALLYDESCRIBEDBYANALYZINGBOTHITSLINGUISTICCHARACTERISTICSANDITSCONVERSATIONALINTERACTIONCHARACTERISTICSHOWEVERSOMEHOW，RECENTRESEARCHLITERATUREISBIASEDTOWARDINTERACTIONANALYSIS，ANDINPUTANALYSISISLACKING，WHICHNEEDSTOBEREMEDIEDCONFRONTINGTHISSHORTAGE，THEPRESENTSTUDYINTENDSTODESCRIBETHEINPUTFEATURESOFTEACHERTALKINCHINESEHIGHSCHOOLENGLISHCLASSROOMTHEPRESENTSTUDYDESCRIBESLINGUISTICFEATURESOFENGLISHTEACHERS’CLASSROOMTALKINTERMSOFSIXAREAS，NAMELYAMOUNTOFTEACHERTALK，F(xiàn)UNCTIONALDISTRIBUTIONOFTEACHERTALK，RATEOFSPEECH，VOCABULARYRANGEINTEACHERTALK，SYNTACTICFEATURESANDMODIFICATIONSINDISCOURSEBYUSINGCLASSROOMOBSERVATION，THESTUDYYIELDSTHEFOLLOWINGFINDINGSTEACHERDOMINATESTHECLASSROOMS；TAKINGUPMOSTOFTHETALKINGTIMEINCLASS，SUPPLYINGLITTLEOPPORTUNITYFORTHESTUDENTSTHERATIOOFMOTHERTONGUEANDTARGETLANGUAGEINTEACHERTALKISUNSTABLETHERANGEOFTHEFUNCTIONALDISTRIBUTIONINTEACHERTALKISLIMITEDANDTHESPEEDVARIESGREATLYTHETYPETOKENRATIOISLOWWITHANAVERAGEOF018，WHICHINDICATESALIMITEDRANGEOFVOCABULARYUSE；THEAVERAGEUTTERANCELENGTHIS741，WHICHINDICATESARELATIVELYLOWLEVELOFGRAMMATICALCOMPLEXITYWHILEINTERMSOFACCURACYTHETEACHERSMAKEFEWMISTAKESASFULLSENTENCESISCONCERNED，SOGENERALLYSPEAKING，THELINGUISTICFEATURESINTERMSOFINPUTQUALITYISSATISFACTORYSOFARASTHECOMPREHENSIONISCONCERNED。HOWEVERITISNOTSATISFACTORYTOTBELANGUAGEACQUISITIONSOFTHESTUDENTSASITCONTAINSLESSVARIEDANDLESSCOMPLICATEDINPUT，WHICHDOESNOTCONFORMTOTHECOMPREHENSIBLEINPUTTHEORIESFI11ALSOTEACHERVARYTHEIRLANGUAGEACCORDINGTOTHECONTENTOFTHELESSONS，TEACHERSACTDIFFERENTLYDEPENDINGONTHETEACHINGCONTENTTHERESULTOFTHEPRESENTSTUDYCALLONONEHANDILLUMINATEPEDAGOGNNAMELYTHAT