Chapter 1 Introduction引言
1.1 Purpose of the Study探讨目的 在过去的几十年中，在第二语言教学开始强调教学语言作为交际工具已不再关注语言本身，语言教学的一般趋势。作为一个产品，这一趋势，基于内容的教学，英语论文题目，英语毕业论文，已被用来作为一种提高学习者的语言能力，来自于世界各地的措施。In the last several decades, there was a general tendency in language teaching thatsecond language teaching began to emphasize teaching language as a communicative tooland it has no longer focused on the language itself. As a product of this tendency,content-based instruction, CBI for short, has been used as a methodology to improvelearners’ language competence all around the world. In China, there is a teaching methodwhich is derived from content-based instruction and shares the same methodologicaltheories with it, called the bilingual instruction. Since the Ministry of Education in Chinapublished Suggestions About Enforcing Bachelor Education and Advancing TeachingQuality of Higher Education in 2017, the bilingual instruction has been widely launchedin universities all over China. In language teaching, language learners tend to be influenced by both internal andexternal factors which can cause either a positive or a negative effect on their success inlearning a second language. Among these factors, one particular one is the learningstrategies adopted by language learners in their learning process. Generally speaking,language learners who are aware of those learning strategies and thus respondappropriately would use the target language better than others with a great possibility. Inthis experimental study, the learning context of college English learners from thetreatment group has shifted from the regular College English course to a bilingual course.Therefore, it is of great significance to pay attention to the change of subjects’ learningstrategies and its contribution to their achievements in learning English, for the wholelearning context has been changed.In general, this study aims to investigate the changes of ESL learners’ learningstrategies in the process of content-based instruction, the bilingual instruction to be exact,in the context of college English education in a certain university of China. In this paper,the learning strategies changes have been studied in order to find out what kind oflearning strategies is efficient for students to use under the bilingual instruction.Meanwhile, the teaching and learning progress of the bilingual instruction have beenobserved and recorded. Thus, this paper is motivated by two major aspects:First, searching for efficient learning strategies for ESL students under the bilingualinstruction;Secondly, proposing feasible suggestions for improving the bilingual instruction incollege classrooms of China.
1.2 Significance of the Study探讨意义 Theoretical SignificanceWith the improvement of foreign language teaching and study, there is a trend inforeign language teaching. It is that the foreign language learner and their learningprocess and the importance of self-teaching are becoming aware by scholars. The keypoint of studies has shifted from teacher-oriented in the past to student-oriented now; thepedagogy is scientific rather than traditional; and the most important is that now the aimof teaching has shifted from teaching student “know-what” to “know-how”.“Know-how” is to master related learning strategies and knows how to do autonomousteaching. It has already been deemed by scholars in education field as an effective way ofadv |
