学习者/教师身份与自主性-21世纪英语

学习者/教师身份与自主性
学习者/教师身份与自主性

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Correlation between English classroom environment of senior high school and learner autonomy

Yang Shiyu (杨世玉), Northeast Normal University, Heilongjiang

 

This study aims to examine the correlation between the perceived English classroom environment and learner autonomy in senior high school and addresses the following three research questions: 1) what are senior high students' perceptions of the English classroom learning environment? 2) what are students’ perceptions of learner autonomy in the English classroom context? 3) what is the correlation between students’ perceptions of English learner autonomy and the English classroom environment? A total of 565 students were included in the sample. A mixed research design of quantitative method and qualitative method was utilized in the study. The results revealed that 1) senior high students had favorable perceptions of the English classroom environment; 2) students’ overall learner autonomy was above the medium level; (3) the English classroom environment accounted for 57.7 percent of the variance in learner autonomy and had positive effects on learner autonomy.

 

Yang Shiyu will graduate from Northeast Normal University this summer with a master’s degree. She has been admitted into the Northeast Normal University doctoral degree program. Her research focuses on the English classroom environment and learner autonomy.


An investigation of L2 motivational factors, models and strategies in EFL context

Yang Liyang (杨立阳), Columbia University Teachers College

 

This paper identifies, compares and synthesizes models, factors and strategies to answer three research questions: 1) which model is more applicable in EFL classrooms? 2) what are the major L2 motivational factors in EFL settings? 3) how could motivational strategies based on different models inform L2 learning and instruction in EFL classrooms? The answers reveal the nature of L2 motivational research and provide a pragmatic review of different variables, models and strategies to EFL practitioners, as well as to those who research motivational factors. The findings make plain that 1) no model alone could adequately clarify motivational variables in EFL context; 2) numerous factors from the teacher and students' stance were identified; 3) there is a practical solution to guide teachers in EFL classrooms.

 

Yang Liyang holds an MA TESOL from Columbia University Teachers College. He has been teaching English to K-12 students for over 8 years. As an active member of the New York State TESOL Association (NYSTESOL), he has presented (2017, Introducing Interactive Teaching Techniques to a Chinese English Training Institution—a case study of developing teacher training program) and participated in multiple conferences in the field. He currently teaches English to K-12 students in C&F School for International Communication and Leadership, a K-12 English training institute in southwest China.


A Probe into the Class Type of Real-world English Learning in Primary Schools Based on Project Based Learning

Qin Nan (秦楠), Shangdong Primary School Attached to Sichuan Normal University

 

Abstract: The English Curriculum Standard (2017 edition) puts forward that the general goal of English curriculum in compulsory education stage is to enable students to form preliminary comprehensive language use ability, promote mental development and improve comprehensive humanistic quality through English learning. Combining with the pace of independent classroom reform in our school, the purpose is to cultivate students with initiative thinking and self-learning ability. The author centers on project based learning ,uses English picture books on various subjects, selects theme picture books of English language related to students' lives, and constructs a class type of real-world English learning in primary schools based on Project activities. Through "independent inquiry", "cooperative learning" and "Life applying" students are guided to develop their language acquisition and comprehensive abilities, so as to move towards English education aiming at students' core literacy.


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