欧美小清新头像自考本科英语论文答辩稿

2021年1月1日发(作者：昝凌)
论文答辩稿
Good morning, ladies and gentlemen: I am supervisor
is Mr. Hu. My paper’s title is A study of junior Middle
school’s English teaching strategies. Now, I introduce my
paper.
First, the cause of study
In order to successfully purse the goal of teaching
students how to learn, it is useful to understand the learning
process.
Language teachers and researchers found that some learners
seem to be more successful than others in their learning in
spite of being exposed to the same teaching methods and learning
environment. Learning strategies can be defined as behaviors
of a learner that are intended to influence how the learners
process information. Some famous scholars in our country have
written several theses on the topic of EFL or ESL learning
strategies, but most of the studies are at college level.
Several scholars in Zhejiang Normal University are doing
investigation about learning strategies in high school in
Hangzhou now; their focuses are at senior high school level.
Few studies in junior high schools have been done until now.
I write my paper in order to make some contribution to EFL
learning and teaching in junior high schools in China.
Second, Statement of Objectives
1) To improve the EFL learning in junior high schools in
China;
2) To make junior high school EFL teachers turn their
attention to learners’ individual variations in
foreign language learning;
3) To help junior high school learners be able to know the
goal of EFL learning by themselves;
4) To make junior high school learners get to know how to
learn;
5) To help junior high school learners gain the ability of
learning by themselves and lay a foundation for
life-long learning.
Third, Definition of Terms
1) Learning strategies
Learning strategies can be defined as behaviors of a learner
that are intended to influence how the learner processes
information. (Mayer, 1998)
2) Language learning strategies
Language learning strategies are behaviors or actions which
learners use to make language learning more successful,
self-directed and enjoyable. (Oxford, 1990)
Fourth, Classification of learning strategies
Cognitive strategies
Cognitive strategies are thought process used directly in
learning which enable learners to deal with the information
presented in tasks and materials by working on it in different
ways.
Socio-affective strategies
Socio-affective strategies represent a broad grouping
that involves either interaction with another person or
ideational control effect.
Socio-affective strategies concern the ways in which
learners elect to interact with other learners and native
speakers. (Eills, 1994) By interacting with one another
students can improve their acquisition of academic knowledge
and skills. This type of learning appears to foster two potent
activities: active processing of the information and cross
modelingimitation.
Resources strategies
Resources strategy is that student make use of library,
computer networks, radio, television and other resources
effectively,which can get more extensive information in
English, expanding the is one very important part
that students make full use of learning resources in foreign
language learning. China's English language learners, learning
resources and also not rich. Therefore, the resource strategy
is particularly important.
Communication strategies
Communication strategy is to attract more students look for
the opportunity to maintain and improve English communication
in English. English communication strategy requires students
to be active with students, teachers or with others’
co-operation of the high standard of English practice.
Fifth, the approaches of cultivating learning strategies
When strategy training is included in the instructional
package, students can learn how to learn a foreign language
while they are learning the language content. Students can
improve both their learning skills and their language skills
when they are provided with the necessary tools to:
1) self- diagnose their strengths and weakness in language
learning;
2) become more aware of what helps them to learn the language
they are studying most efficiently;
3) develop a broad range of problem-solving skills;
4) experiment with both familiar and unfamiliar learning
strategies;
5) make decisions about how to approach a language task;
6) monitor and self- evaluate their performance;
7) transfer successful strategies to new learning contexts.
The goal of strategy training is to explicitly teach
students how, when and why strategies can be used to facilitate
their efforts at learning and using a foreign language. By
explicitly teaching students how to develop their own
individual strategy systems, strategy training is intended to
help students explore ways that they can learn the target
language more effectively, as well as to encourage students to
self-evaluate and self- direct their learning.
As we know, no single method of language teaching can usher
in an era of absolute, predictable success in teaching a foreign
language. Language teachers have to turn attention to
learners’individual variation in foreign language learning.
So there must be a shift from the study of “how to teach” to
the study of “how to learn”.
At last,I would like to first express my appreciation and
thanks to , for she has been providing me with helpful
guidance, encouragement.
Thank you ！