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《新编大学英语》文化层次的设置与文化学习研究
时间:2013-12-04 浏览次数:1909次 无忧论文网
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【中文题名】 《新编大学英语》文化层次的设置与文化学习研究 【英文题名】 The Design of New College English at Culture Level and Culture Studies 【中文摘要】 自中国实行改革开放以来,中国的英语教育界经历了从被动接受外国的理论和实践,到结合中国国情,对理论和实践进行全面反思的阶段,这是一种质的转变,标志着中国外语教学走上了日趋成熟的发展道路。尤其是目前,随着中国加入世贸组织和申奥成功,人们再次掀起学习英语的高潮。就外语教学界而言,文化教学已经成为英语教学不可或缺的一部分,因为从很大程度而言,交流建立在文化意识之上。随之而来的是教学方法的变迁。为了赶上社会经济发展的步伐,1999年出台了一项新《大纲》(《大学英语教学大纲(修订本)》),进一步强调文化学习在大学英语教学中 【英文摘要】 The landscape of Chinese L2 education has been changing all the time. China has shifted to a great enthusiasm to learn English after the policy of reform and opening was adopted. It is a long way from following passively foreign education theories and practices to combining these theories with Chinese situation in a comprehensive way. This marks that Chinese foreign language education has become more and more mature. In particular, at present, a craze for studying English has been found, to some extent, 摘要 007-009 Abstract 009-12 Introduction 12-14 Chapter One Theoretical Underpinning 14-28 1.1 Psycholinguistic theory 14-18 1.1.1 Language comprehension 14-16 1.1.2 Language production 16-18 1.2 Cognitive theory 18-27 1.2.1 Anderson's view of language learning 18-22 1.2.2 Production system 22-23 1.2.3 Declarative and procedural knowledge 23-25 1.2.4 Stages of skill acquisition 25-33 1.3 Summary 27-28 Chapter Two Literature Review of Studies on Learning Strategies 28-40 2.1 Research history of learning strategies 28-31 2.2 Definitions of learning strategies 31-32 2.3 Classifications of learning strategies 32-37 2.3.1 Rubin 33-33 2.3.2 Tarone 33-35 2.3.3 O'Malley and Chamot 35-36 2.3.4 Cohen 36-36 2.3.5 Oxford 36-40 2.4 The studies of good language learners 37-40 Chapter Three The Main Factors Affecting Use of Learning Strategies 40-52 3.1 Learner factors 40-49 3.1.1 Beliefs about language learning 40-41 3.1.2 Age 41-42 3.1.3 Sex 42-42 3.1.4 Motivation 42-44 3.1.5 Personal background 44-45 3.1.6 Language aptitude 45-46 3.1.7 Personality 46-47 3.1.8 Learning style 47-49 3.2 Situational factors 49-50 3.2.1 Learning setting 49-50 3.2.2 Learning task 50-54 3.3 Summary 50-52 Chapter Four The Importance of Learning Strategies to English Learning at the Preliminary Stage of Primary School 52-70 4.1 The main psychological and cognitive traits of young learners 52-54 4.2 Applying learning strategies to English learning at the preliminary stage of primary school 54-68 4.2.1 Metacognitive strategies 54-59 4.2.2 Cognitive strategies 59-66 4.2.3 Social and affective strategies 66-70 4.3 Summary 68-70 Chapter Five A Study of the Learning Strategies Used by Young Learners and the Effect of Strategy Training on Their English Learning 70-86 5.1 Survey of the learning strategies used by young learners 70-81 5.1.1 Objectives 70-70 5.1.2 Instruments 70-71 5.1.3 Participants 71-71 5.1.4 Data collection and analysis 71-81 5.1.5 Major findings 81-82 5.2 Learning strategy instruction and training 81-84 5.2.1 Objective 82-82 5.2.2 Participants 82-82 5.2.3 Procedure 82-83 5.2.4 Data analysis and major findings 83-93 5.3 Pedagogical implications 84-84 5.4 Summary 84-93 Conclusion 86-089 Bibliography 089-93 Appendix 93-94
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