在实验开始前，英语论文范文，调查问卷之前的实验测试，略论学生的英语水平，在听力学习策略和学习态度并没有显着的异同。引进的概念，在这个过程中输出驱动假设的实验探讨，实验组的学生，提高学生讨论和略论听力材料默认情况下，写作，表演对话，探讨小组略论了答案，内容重复的口头翻译的输出为目的的锻炼。
Chapter 1 Introduction引言
1.1 Background of the study探讨背景
第二语言习得（SLA）主要是学习者如何获得一个额外的语言orlearn后，他们已获得了他们的第一语言（Ellis. R，1994）的探讨，这项探讨已经开发了一个世纪的一半以上：从语言的干扰（魏因赖希，1953年）语言转换（罗伯特·拉多，1957年），英语论文网站，，从科德错误略论（1967年）输入假设（克拉申，1982），输出假设（斯温，1985）和输出驱动假设（文秋芳，2017年）。Second Language Acquisition (SLA) is primarily the study of how learners acquire orlearn an additional language after they have acquired their first language (Ellis. R, 1994).This study has already been developed for more than half a century: from the languageinterference (Weinreich, 1953) to language transfer (Robert Lado, 1957)，from error analysis(Corder, 1967) to the input hypothesis (Krashen, 1982)，Output hypothesis (Swain, 1985)and Output-driven hypothesis (Wen Qiufang，2017). These theories have been brought toChina for more than half a century, and have contributed much to the development of theSLA. Since Input and Output hypotheses were put forward, there have been two importanttheories in the field of SLA, and their importance has been widely accepted. With theirdevelopment in China and the combination with Chinese actual teaching circumstance，theOutput-driven hypothesis emerges and has been used in classroom teaching. And in practice,the listening ability is the key capacity for the students, and the importance of listeningability has also been noticed since the foreign language teaching began in China.Listening ability which is a very important part in the SLA has achieved a great deal ofattention during the process of development of the SLA. Rubin (1994) explained theimportance of listening ability like this:“This increased attention is due (at least in part) to the realization of the importance oflistening in language learning. Nowadays, listening ability plays a more and more importantrole in the SLA, because it is not only the basic way to understand the information anddetails in the language and also the important means to ensure the language regulation andenhance the language practice.”As Rost Claimed in 1994，“Listening is vital in the language classroom because itprovides input for the learner. Without understanding input at the right level，listening cannotbegin." The cultivation of listening ability can raise students' interest in learning the secondlanguage (L2), promote them to leam L2 by themselves, consequently, achieve the goal ofimproving listening ability.In vocational college, listening ability is also highly regarded. According to The BasicRequirements of the Teaching of English Courses for Higher Vocational College published inOctober, 2017, vocational students are required to master certain basic English knowledgeand such skills, as listening, speaking, reading and writing. To be more specific, students canread and translate related business materials, conduct some oral and written communicationand can lay a foundation for their further English study. We can easily conclude from therequirement that the instructional objectives in the vocational college have been convertedfrom the cultivation of reading and writing ability to the cultivation of integrated applicationcapacity, especially the listening and speaking ability. The learning target of vocationalcollege students emphasizes practical skills and abi
|
