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简介:Inliterature,studentengagementwasdiscussedintermsofbehavioralengagement,cognitiveengagement,andmotivationalengagement.Ifstudentsareengaged,theydemonstratetheireffort,persistence,andinstrumentalhelp-seekingbehaviors.Thepurposeofthisstudywastogainadeeperunderstandingofthecollaborativelearningthatinfluenceorcontributetoengagementinlearningamongeducationstudents.Aqualitativedescriptiveapproachwasadoptedtoexploretheperceptionsofengagementamongtheselectededucationstudents.Inthestudy,semi-structuredinterviewswereconducted.Usingthematicanalysistechniques,thetranscribedinterviewdatawerecoded,categorized,andanalyzed.Theywereputintofivemajorthemes:(a)effortandcommitment;(b)teachingstrategiesused;(c)interestenhancement;(d)positiveimpacts;and(e)positiveattitudes.Thisstudyfoundoutthattheeducationstudents’engagementinteaching,learningEnglishcouldbeenhancedthroughcollaborativelearning,andtheirdivergenceinengagementcanbetopicsforfurtherresearch.
简介:“Menandwomenalmostseemtobefromdifferentplanets,speakingdifferentlanguagesandneedingdifferentnourishment.”(JohnGray2004)RememberthatthetitleofJohnGray’sbook,MenArefromMars,WomenArefromVenusisametaphororconceit-wedon’treallycomefromdifferentplanets.Thoughmenandwomenshareacommonsocialspaceorenvironment,theyaredifferentinmanyaspects.Genderdifferenceisoneoftheimportantfactorswhichaffectlanguagelearning.Formanyyears,EnglishteachershavesuchkindoffeelingthatgirlsarebetterthanboysinEnglishstudy.
简介:Contextisacomplexelementaroundlanguageteachingandlearningsincetheapplicationoflanguageisalwaysinfluencedbythecontext.Itiswellknownthatthesamesentenceindifferentcontextsmayhavequitedifferentmeanings,sotocorrectlyunderstandwhatotherssaid,contextmattersalot.Contextiscertainlyseenasacoreintheorganisationoflanguagesothatplentyofresearchersdevotetotheresearchofcontextinlanguage.Malinowski(1923)putsforwardstheconceptionof‘context’anddividesthecontextintosituationandpractice.Afterwards,DurantiandGodwin(1992)definedthecontextas‘anframethatsurroundstheeventbeingexaminedandprovidesresourcesforitsappropriateinterpretation’anddetailedthecontexttobecomesetting,behaviouralenvironment,languageascontextandextra-situationalcontext.Thisisamorecomprehensivedefinitionandclassificationstocontext.
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简介:针对M-learning学习方法,以大连民族大学大学英语教学改革实验班为研究对象,运用SWOT量化分析方法,分析了影响M-learning的细化因素,并针对主要细化因素提出了相应对策和实施办法,即尽量克服劣势因素、主动利用机会因素和全力化解威胁因素四个策略,以期更好地挖掘学生学习天赋、学习潜能和自主性学习能力。