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1、第 1 页 共 4 页陕西理工学院课程论文试卷2011 2012 学年第 一 学期科目： 英语教学理论选读外语院（系）英语专业级班题号一二三四五六七总分得分(一)Introduction After reading “ Four Essential Skills in English Language Learning” written by Ruth Rayhoe “ Factors Affecting Language LearningAffective Factors” by Joy Reid, “ Learner Strategies ”by Susan J. weaver, it i
2、s really thought-provoking. Listening, speaking, reading and writing are generally regarded as four essential skills for the English learner to master. However, Ruth Rayhoe places them in a different way and lists the best acquiring order of the four skills in language learning. Nothing has brought
3、about greater concern about learner motivation than the decline in enrollment in language classes and the “ drop-out ” from language programs. It is Joy Reid that of an opinion that affective and personality factors played a significant part in language learning and teaching. However, Susan J. weave
4、r is convinced that successful learning is viewed as dependent upon the teacher s control and management of what takes place in the classroom as well as learner strategies. The above-mentioned previous studies are of great value for the researches to continue. The ability of expressing oneself is th
5、e most crucial development in learners of higher learning, especially among the Middle East learners. The needs to communicate, discuss, and negotiate among peers and lecturers in universities become a routine when a learner studies at tertiary level. Being able to adapt and assimilate in varsity so
6、ciety may result in excellent in academic achievement and as an added value to learners personal growth in generic skills. To accelerate learners academic excellence, communication skills cannot be avoided. Communication becomes a medium to channel ones thoughts, perceptions or even critiques. The d
7、iscussions with peers and instructors indeed are required to enhance experience and most importantly, knowledge. Communication can enhance ones experience and knowledge through the process ofexchanging and sharing the information. If the learners possess high motivation, they will employ socio affec
8、tive strategies to find the ways to improve their learning and understanding. (二)Learning and Teaching ideas It is Ruth Rayhoe that with the assertion that reading is essentially a passive skill. It allows the student plenty of time to absorb the words on the page, to re-read for better understandin
9、g, and to look up new words if necessary. It is probably the most widely found English language skill among Chinese people. Reading is perhaps the easiest skill and speaking the most difficult to acquire. However, modern foreign language teaching tends to stress speaking as the most important of the
10、 four skills. Modern English-teaching 系名:姓名:学号:考试日期:班级:装订线下上装订线第 2 页 共 4 页methods usually begin with teaching young people to speak in English and to listen to others speaking in English. All languages begin with speech, and writing usually comes later. So in China for many centuries most of the peo
11、ple were unable to read and write, but all of them could speak in a Chinese dialect and understand Chinese. All children learn to understand and speak their own language long before they learn how to read and write. So for the learning of a foreign language it is best to emphasize speaking and liste
12、ning before reading and writing. Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the n
13、eeds and interests of students to enhance learning and are based on many types of learning styles .Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will actually deliver the instruction, such as e-learni
14、ng, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course use a blended approach. Listening is the activity of paying attention to and trying to get information from something we hear. To listen successfully, we need to be able to work
15、out what speakers mean when they use particular words in particular ways on particular occasions and not simply to understand the word themselves. It is worth noting here that a successful listening demands more than understanding the words that have been spoken, implying that special training is ne
16、eded on how to listen, which is the central concern of listening comprehension. Students do not have an innate understanding of what effective listeners should do; therefore, it is the responsibility of teachers to share that knowledge with them. The most valuable way to teach listening strategies is for the teachers to model them themselves, creating an environment that encourage listening. It is important for the teachers to provide numerous opportunities for students to practice li
