初中生英语学优生与学困生英语学习观念对比研究_英语论文.docx

ABSTRACT: In the past few centuries, the principal part in the process of learning has shifted from teachers to students gradually. The key points of education research shift from how to teach to how to learn. The importance of students, the main part in learning, is no less significant. More and more people realized the importance of students. As individuals, students have their own ways in learning. What’s more, action is depended on thought, so doing research on students’ learning belief is especially important. Having done a survey on the learning belief between top and poor students in Mianzhu Experimental Middle High School in Sichuan, the writer discovered that the different learning beliefs have different influence on the choosing and using of learning strategies, learning results and the state of students. Through the survey, the writer found some inappropriate learning beliefs. Therefore, the writer put forward some suggestions for students with the hope that these can make students get progress in the future.

key words: English learning belief   English learning result   top students  

poor students

Content

摘要：

Abstract:

Introduction-2

1 Brief Review of Learning Belief-4

2 An investigation on good and poor students’ learning belief-8

2.1 The differences of good and poor students’ learning belief-8

2.1.1 The belief of the foreign language aptitude-9

2.1.2 The belief of the difficulty of a foreign language learning-10

2.1.3 The belief of the nature of language learning-11

2.1.4 The belief of learning strategy and communicative strategy-11

2.1.5 The belief of motivation-12

2.1.6 The belief of teachers-12

2.2 The elements that influence the students’ learning belief-13

2.2.1 The teaching method-13

2.2.2 Gender difference-13

2.2.3 The degree of education and family background-14

2.2.4 The degree of the difficulty of learning-14

2.2.5 Self-efficacy-14

3 Suggestion for the improvement of students learning belief-15

Conclusion-19

Appendix-21

Bibliography-23

Acknowledgments-24