更新时间：09-28 （王导）提供原创文章
Abstract
In foreign language learning context, the matter of learners’ attitude is acknowledged as one of the most important factors that can have great impact on language learning. Attitudes, which link to a person’s values and beliefs, have great influence on one’s learning behaviors, learning expectation and learning strategies and finally may affect learning outcomes. In the field of foreign language teaching, it is quite useful to analyze the learners’ attitudes as it will provide detailed feedbacks for teachers.
Based on constructivism learning theory, this paper aims to investigate the learning attitudes of non-English majors. The subjects were 154 non-English majors from YCTU. Data was collected by the questionnaire, which mainly involves four aspects: attitudes toward English learning, learners’ strategies, English teaching and learners’ expectation.
The results of the research have indicated that most of the students from the college take English courses both for course requirements and the future work. Diverse learning strategies are applied in students. The students are not quite satisfied with present English teaching but have high expectation and passion to English learning as many students want to continue to learn English even they have passed CET-4 or CET-6. On the basis of the findings, the author puts forward several suggestions both for teachers and students. For example, the teachers can equip themselves with professional knowledge as well as various teaching skills and techniques.
Key Words: learning attitudes; learning and teaching; non-English majors
Contents
Abstract
摘要
1 Introduction-1
2 Literature Review-2
2.1 Attitude-2
2.2 Constructivism learning theory-3
2.3 Related studies-3
3 Research Design-4
3.1 Research questions-5
3.2 Subjects-5
3.3 Questionnaire-5
4 Data Collection and Analysis-5
4.1 Data collection-5
4.2 Data analysis-6
5 Findings and Suggestions-15
5.1 Findings-15
5.1.1 Students’ attitudes toward English learning-15
5.1.2 Students’ attitudes toward English learning strategies-15
5.1.3 Students’ attitudes toward English teaching-16
5.1.4 Students’ attitudes toward the future of college English-16
5.2 Pedagogical suggestions-17
5.2.1 To students-17
5.2.2 To teachers-18
6 Conclusion-18
References-20
Appendix-21