簡(jiǎn)介：華中師范大學(xué)碩士學(xué)位論文外語(yǔ)學(xué)習(xí)焦慮，語(yǔ)言學(xué)習(xí)策略的使用及外語(yǔ)成績(jī)關(guān)系的研究姓名樊友紅申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)學(xué)科教學(xué)英語(yǔ)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(jī)就愈好，他的外語(yǔ)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(jī)就愈差，他的外語(yǔ)學(xué)習(xí)焦慮感就愈高。筆者對(duì)語(yǔ)言焦慮，語(yǔ)言學(xué)習(xí)策略的使用對(duì)成績(jī)的影響進(jìn)行探討，期望本研究能使教師對(duì)學(xué)生的學(xué)習(xí)策略的使用及學(xué)習(xí)焦慮在外語(yǔ)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(yǔ)。關(guān)鍵詞外語(yǔ)學(xué)習(xí)焦慮語(yǔ)言學(xué)習(xí)策略及使用；外語(yǔ)成績(jī)

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

簡(jiǎn)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(yǔ)言的學(xué)與教姓名鄧通德申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)教育碩士數(shù)學(xué)指導(dǎo)教師劉華祥20031001AOFPROBEINTOTHELEARNINGANDTEACHINGMIDDLESCHOOLMATHEMATICLANGUAGEPOSTGRADUATESTUDENTOFEDUCATIONOFGRADE2001MATHSANDINFORMATIONCOLLEGEJIANGXINORMALUNIVERSITYDENGTONGDEABSTRACTLANGUAGESERVESTHETOOLFORPERCEPTIONANDTHUSMATHEMATICLANGUAGEPERFORMSTHEFUNCTIONOFASPECIALLANGUAGEINHIGHSCHOOLMATHEMATICSTEACHINGITDIFFERSFROMNATURALLANGUAGEINTHATTHEADOPTIONOFSYMBOLLANGUAGEISCHARACTERIZEDOFCONCISIONANDABSTRACTNESSINTHEAPPROACHANDCONSEQUENTLYPRESENTSLANGUAGEDIFFICULTIESTOSTUDENTSMATHEMATICLANGUAGEHOWEVERPROVESTOBEAPOWERFULTOOLTOCOMPREHENDCONCEPTIONIDENTI廳GRAPHCARRYOUTCALCULATIONREASONANDDEMONSTRATEMATHEMATICLANGUAGETEACHINGHASBECOMECRITICALINMIDDLESCHOOLTEACHINGWHILEONTHEOTHERHANDITHASBEENATACHEDNOIMPORTANCEOWINGTOTHETRANSMISSIONOFKNOWLEDGETHINKINGFOSTERINGANDTHEABUSEOFTESTITEMSINTHEOPERATIONTHISPRACTICEHASTHEREFORERESULTEDINOBSTACLESINTHECOURSEOFLEARNINGTHEREISNODOUBTTHATTHERESEARCHINTOTHISFIELDREVEALSGREATWORTHINESSANDISOFFUNDAMENTALIMPORTANCETHISESSAYPRESENTSSTRATEGYFORTHEACHIEVEMENTOFTHEGOALFOCUSINGONTHEDETAILSASFOLLOWING1TOPROBEINTOTHECHARACTERISTICSOFMIDDLESCHOOLLANGUAGETEACHINGANDTHEFACTORSINTERFERINGWITHTHESTUDENTSACQUISITIONHOPINGTOGIVECLUESANDHINTSTOCOLLEAGUES2TODISCOURSEUPONTHEMAJORDIFFICULTIESINMIDDLESCHOOLMATHEMATICLANGUAGETEACHING3TOPRESENTTHESENSEANDIMPORTANCEOFMIDDLESCHOOLMATHEMATICLANGUAGETEACHINGANDTHECORRESPONDINGFUNCTIONS4TOINTRODUCETHERELATIVESTRATEGYANDSKILLFORENHANCEMENTCOMBININGWITHPERSONALTEACHINGEXPERIENCEANDTHEEXISTINGPROBLEMSKEYWORDSMATHEMATICLANGUAGETHEMIDDLESCHOOLMATHEMATICLANGUAGELEARNANDTEACHTHETEACHINGSTRATEGY

簡(jiǎn)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(jiǎn)介：西南大學(xué)碩士學(xué)位論文通過(guò)教材的合理使用培養(yǎng)語(yǔ)言學(xué)習(xí)策略基于初中教材GOFIT的語(yǔ)言學(xué)習(xí)策略訓(xùn)練姓名張涵申請(qǐng)學(xué)位級(jí)別碩士專(zhuān)業(yè)外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)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(píng)估等環(huán)節(jié)。此研究嘗試解決以下問(wèn)題基于新目標(biāo)英語(yǔ)教材使用的策略訓(xùn)練對(duì)提升學(xué)生的英語(yǔ)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(wèn)卷和第二次訪談對(duì)策略訓(xùn)練的效果進(jìn)行評(píng)估，發(fā)現(xiàn)實(shí)驗(yàn)對(duì)象整體的策略使用頻率相對(duì)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(guò)新目標(biāo)英語(yǔ)教材的合理使用成功培養(yǎng)初中生的英語(yǔ)學(xué)習(xí)策略，對(duì)學(xué)生進(jìn)行英語(yǔ)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(yǔ)教師提供了一個(gè)可供參考的基于教材使用的英語(yǔ)策略訓(xùn)練方式。此外，本研究對(duì)英語(yǔ)教材的編寫(xiě)者也是一個(gè)啟示，為他們?cè)诮滩闹懈玫伢w現(xiàn)英語(yǔ)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(wèn)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(kāi)展策略訓(xùn)練，是可以提升初中學(xué)生的英語(yǔ)學(xué)習(xí)策略的。關(guān)鍵詞英語(yǔ)學(xué)習(xí)策略；新目標(biāo)英語(yǔ)；策略訓(xùn)練；教材使用

簡(jiǎn)介：一_。。，’V9霉疑、6■一一索取號(hào)鰻墨墨箜Z筻墨L二一F_密級(jí)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(zhuān)業(yè)擎位二‘；～，霪毒固。1、一，。‘。一一二。J一‘一，～。一一‘一一’，，，，，一‘一，‘O一一一‘77一中，學(xué)英語(yǔ)課堂中的動(dòng)態(tài)生成牲提問(wèn)。I～一、。。。’、I～、V、專(zhuān)芝≥及其對(duì)語(yǔ)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。?！?，學(xué)科專(zhuān)業(yè)’二一O。一’一’◆答辯時(shí)間；，。7日7，1。JIOJ≯，黃小燕、一。，。，外國(guó)語(yǔ)學(xué)院、，一，瀏學(xué)惠副教授一|I’1。“1‘I，一|、一，、一、■、、’、一～J窖警摯亨’‘一～。J”JJ豢’’／?！?005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(jiǎn)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