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本科英语论文范文1
1.师资队伍结构不合理
师资队伍结构是指学校承担教学工作的群体中具有不同特征人员的配备及其构成关系,包括学历/学位结构、职称结构、年龄结构、学缘结构、学科专业结构等要素。新建地方本科院校办学历史不长，高学历和高级职称不足；青年教师比例大；知识结构不均衡，学科结构不尽合理，缺乏专业教师。
2.“双师型”教师数量不足
“双师型”教师是指既具备扎实基础理论知识和较高教学水平及一定科研能力，又具有较强专业实践能力和丰富实际工作经验的教师。新建本科院校教师大多毕业后直接到学校工作，有专业实践经验和从业经验的非常少，通识英语（EGP—Englishforgeneralpurpose）教师偏多，真正能够从事与商务密切相关的专门用途英语（ESP—Englishforspecialpurpose）教师短缺。再加上近年来招生规模扩大，教学任务繁重，很难抽出时间到相关部门实习和培训。没有实践经验和从业经历，专业理论知识结构与实践经验脱节,使得他们在教学过程中缺乏将行业、职业的相关理论知识和实践能力转化为教育教学内容的能力，不能满足实践教学需要，制约了本科应用型人才培养。
3.教科研意识薄弱、水平较低
西方现代教育强调,教师需要训练学生社会能力和培养学生个人素质能力,其角色要从纯粹的知识传递者转换为研究者,将理论运用到实践中去是在一个动态过程上不断进行调整和提高的能力。在我国，科学研究是高校基本任务之一，优秀的商务英语教师应该同时具备教学和科研能力，既要懂得运用理论知识指导实践,同时又能从实践中从事理论研究。
4.师德素养有待进一步提高
目前，在缺乏教学质量赏罚机制情况下，很多教师在获得满足感和成就感的同时，缺少危机感和紧迫感。许多教师进取心缺乏，责任感不强，不重视进修，个别教师甚至只顾兼职讲课挣钱。多数女教师在结婚后，生活重心逐渐转向家庭和孩子，较少关注自我发展提高。此外，有些教师对学生和所授课程缺乏必要的感情投入和责任心。一些教师很少或者根本不跟学生深入交流、了解其需求。这些现象的存在不利于教学质量的提高。
二、商务英语师资队伍建设构想
1.合理调整师资队伍基本结构
优化教师结构应本着“缺什么,补什么”的原则。新建本科院校必须根据自身情况，针对年龄、学历、职称制定有目的、有重点的人才引进和培养方案，通过多渠道培养、强化管理、稳定骨干、发展内涵,采取校外引进、特邀、校内培养提高的双轨措施,调整现有的教师年龄、学历和职称结构，建立“老中青”相结合、“中高级”职称比例合理的教师梯队，确保教学质量提高。
2.努力提高“双师型”教师数量
“双师型”教师的培养模式应主要从其专业理论、专业技能和实践指导能力三方面入手。商务英语教师不仅要具有良好的英语语言知识与技能，而且要具有商务专家的知识与技能以及相关的跨学科知识，如：经济学、法学和管理学等。学校要积极拓宽“双师型”教师培养渠道，为教师提供学习跨学科理论和实践机会。如支持鼓励教师参加各类技能培训，有计划地安排教师到经济和社会实践一线，进行专业实践，加强校企间合作,让老师走出课堂,深入企业、公司等单位实岗锻炼；同时重视引进和培养既有英语教师基本业务能力、又熟悉商务工作实践的双师型教师。
3.注重教科研意识和能力培养
俗话说：“教而不研则浅，研而不教则空”。教和研是教师专业化成长的两条必由之路,教和研的关系是相辅相成的。科研能力是教师专业能力发展的重要表现，也是高质量教学的保障。教师没有一定质和量的教科研成果，很难提高教学水平。作为大学教师，商务英语老师首先应该开展教材教法、教学策略研究。其次,可进行语言学和翻译等方面的研究，社会语言学、心理语言学、话语分析、语用学等均可以结合教学实践设立教科研课题。第三,商务英语教师可开展对跨文化交际者对话的话语分析,进行社会心理、语言文化、语用规则的交叉研究等等。只要有科研创新意识,找到学科交叉点,就能不断有新的观点、新的课题,于教、于学、于科研均有利,真正做到教学科研一体化。
4.加强师德建设，树立崇高的敬业精神
本科英语论文范文2
本文拟分析的一句名言的情况:当你拥有的唯一工具是一把锤子,所有问题开始像钉子。在这篇文章中,我们解释和分析主题,分析了“锤子”我们是知道的方法,并讨论如何解决这类似于用在知道追求知识的过程中适当的方式“钉子”的问题。
Topic:“When the only tool you have is a hammer, all problems begin to resemble nails” how might this apply to ways of knowing, as tools, in the pursuit of knowledge?
Solve problems with suitable ways of knowing
Introduction
This paper tends to analyze the case of a famous saying: When the only tool you have is a hammer, all problems begin to resemble nails. In this article, we explain and analyze the topic, analyze the “hammer” we have that is the way of knowing, and discuss how to solve the problems which resemble the “nails” using suitable ways of knowing in the process of pursue knowledge. Firstly, The definitions of The basic ways of knowing are provided. Then, It is indicated that how to solve problems with suitable ways of knowing.
本科英语论文范文3
其一，有益于完善保障机制和考核评价机制。其二，有利于提高师生的教学、科研、服务社会的能力。在教师的指导下，能促进学生积极参加各种文体活动、创新创业实践项目、课外竞赛活动、科研活动等，取得一定的成果。通过合法途径，与社会合作，创造价值。其三，有益于提高学校的社会声誉。深化建设汉语言文学专业第二课堂，也有利于学生的就业。第二课堂的学生若能在充分掌握第一课堂，学好专业理论知识的基础上，进一步提高个人的综合素质能力。它将适应社会的需要，进而提高学生的就业满足率。
二、应用性本科高校汉语言文学专业第二课堂深化建设方案设想
应用性本科高校汉语言文学专业第二课堂深化建设，主要涉及到三方面的内容，即保障机制、具体操作和考核评价机制。其中保障机制是具体操作、考核评价机制得以进行的重要基础，而考核评价机制是对具体操作效果的检测。
（一）保障机制———资源的整合和利用
教师、学生和学校是保障机制中的三个重要元素，为了促使应用性本科高校汉语言文学专业第二课堂深化建设的顺利有效进行，首先要使得这三个元素发挥人力、物力、财力上的作用。教师在第二课堂深化建设中，发挥着主导作用。鉴于以往的不足，应当先对其进行严格的培训。由学校组织校内外专家，向教师传达第二课堂的性质、目的、重要性、方法等的解读，并通过分析具体案例，使之有总体把握。并对第二课堂的评价考核机制进行介绍，使教师心中有数。然后由培训的教师写一个心得体会，并做一份初步的计划书。之后，由所在的部门进行动员，检查实行效果。再统一向学校汇报情况。汉语言文学专业教师在第二课堂建设中，应当发挥积极主动性，以下几点尤其重要。其一，发挥老教师指导年轻教师的传帮带作用，建立一对一，或一对多的关系，由年轻教师亲身向老教师取经学习。其二，第二课堂的老师可以借助多种途径，向校内外汉语言文学专业的专家、同行咨询，以期获得指导。其三，汉语言文学专业的老师在第二课堂中，要不断地补缺补漏。其四，在第二课堂深化建设中，教师应该发挥学生的积极主动性，使之协助自己。教师可选择若干个优秀的学生，作为教师助理，一方面有益于使教师助理得到训练，另一方面由教师助理帮助其他学生助理发展，建立“教师-教师助理-学生助理”的相互协助关系。学生是第二课堂深化建设中的主体。以往进入汉语言文学专业第二课堂的学生良莠不齐，影响了实施效果。因此，在深化建设中，尤其要把严入口和出口。有研究者为了考察学生接受第二课堂教育的必要性，用“热情”作为指标来表征其参与第二课堂的主观愿望，将学生大致分为四类：中心型、自转型、公转型、边缘型。其中，中心型是典型的精英类型，自转型是另类的精英类型，公转型是积极的后进类型，而边缘型则是消极的后进类型。边缘型是“在基本素质和能力上有明显不足，但又因性格自卑、自闭或自暴自弃等原因不能有意识地通过参与第二课堂活动加以弥补。他们本是最应该补充‘素质营养’的一群人，却又偏偏对鲜美的‘素质大餐’视若不见弃之不顾。”[2](P80)边缘型的学生不仅缺少能力，而且又消极不学，因此不能让其通过第二课堂的检测，这样才能保证第二课堂的质量。与之相对应，在选取学生进入汉语言文学专业第二课堂时，也要把好入口。因此，有必要对学生进行择优录取。可按照以下步骤进行选择：其一，考察学生的动机。除了为了获得学分和创新性学分等之外，考察他们是否对第二课堂感兴趣，今后的计划和目标为何。其二，重点考察他们对汉语言文学专业第一课堂理论知识的掌握情况。其三，考察他们的创新综合能力与社会实践能力等能力。三方面都通过考核者，可以进入第二课堂。学校相关部门，包括团委、学工部、教务处、科研处，以及文学院（中文系）等部门，应该发挥引导作用。其一，以上各职能部门可以通过先考察后投入的策略，即：在汉语言文学第二课堂建设一段时间后，对建设的情况进行初步评估考核，根据效果确定是否有必要建立创新基地，是否有必要提供相应的硬件措施，以及确定建立多少创新基地和硬件措施的事宜。其二，可以采用先设定一定数量的创新创业等项目，规定完成时间和参与人数，由学生负责申请和老师帮助指导的方式。在完成之后，同样可以采用先进行初步评估考核，根据效果确定，设立多少个创新基金申报和立项项目的事宜。至于评价考核制度，见后面分析。以上从三个方面谈及了保障机制，它们是汉语言文学专业第二课堂深化建设的重要条件，缺少任何一方，第二课堂深化建设将无法顺利有序进行。
（二）深化建设的专业化、定期化、层次化
汉语言文学专业第二课堂的深化建设，为了取得预期的效果，需要走专业化、定期化、层次化的路线。所谓专业化是指课堂活动内容跟汉语言文学专业紧密联系，师生也几乎是本专业的学生。他们在经过第一课堂的教学之后，有着较为坚实的教学经验、知识结构和创新能力，为了进一步提升自己，有必要进入第二课堂的教学。因此，教师应当对想要进入第二课堂的学生进行严格的专业考核。定期化是指在相对固定的时间里，进行第二课堂活动。第二课堂需要常规化，确保建立起长期活动机制，但不可以牺牲第一课堂为代价。有些师生将大部分的时间精力用于第二课堂，而忽视第一课堂，这是不可取的。他们应当认识到第一课堂的第一性，第二课堂的第二性，在完成第一课堂活动要求的前提下，进行第二课堂活动，这样才可以确保第一课堂和第二课堂的质量。层次化是指第二课堂活动的内容、形式、目标等，要遵循循序渐进的原则。可以将汉语言文学专业大致分为语言类、文学类、其他类三大类。以文学类为例，或许可将其内容大致分为三小类：文体活动类（基础型），大学生创新创业、职业技能类、课外科技竞赛活动类（扩展型），科研类（研究型）三大类。再将文体活动类分为三大模块：古典文学、近现当代文学、近现当代文学文体及其赏析三大模块。将大学生创新创业、职业技能类、课外科技竞赛活动类分为三大模块：古典文学、近现当代文学、外国文学文体朗诵与创作三大模块。将科研类分为三大模块：古代文学、近现当代文学、外国文学研究三大模块。学生在选择这三大类的模块中，需要逐级选择，先选择文体活动类，最后选择科研类。而且在选择某一类时，必须遵循一定的连贯性。比如说，选择了古典诗歌及其赏析模块，接下来必须选择古典诗歌朗诵与创作模块，最后选择古典诗歌研究模块。经过这样的学习，学生对古典诗歌的文体特点、发展脉络、朗诵和创作、研究，有了一个系统的掌握。比起随意选取门类和模块来说，显然系统性更强，效果也会更好。
（三）完善评价考核机制
本科英语论文范文4
目前国内工业设计主要服务的领域集中在消费分析和产品市场定位；产品工业设计；产品结构、工艺设计等三个主要的方面，这体现出了目前我国的经济对设计的需求水平，也是我们目前人才培养方案建立和优化的依据之一。应用型本科强调学生的应用能力，我们提出工业设计专业的课程体系的制定应以提高学生的实际设计能力为最根本前提，目前大多数高校的课程体系的设置都是先分门别类地学习和研究各门课程，每门课程完成特定的学习任务和目标，然后再通过课程设计等实践将之综合，这样的设置方式缺少对学生的综合设计能力的锻炼，即使有一定比例的课程实验和课程设计，学生真正做的完整的设计也不多，不利于学生综合设计能力的提升，在应用型本科的背景下，必须对这种传统的人才培养方案进行改革和优化。工业设计专业的全部课程主要包括基础形态研究类课程、设计理论类课程、设计表现类课程、人文及商业类课程、设计边缘类课程、与产品生产相关的工程类课程和实习实践类课程等七个主要部分，概括起来可以分为“怎么做设计”和“怎么做好设计”两大类。针对应用型本科的培养理念，我们对工业设计专业的人才培养模式提出以下改革措施：
1.调整课程结构体系应用型本科的专业培养目标首先应着眼于学生的职业培训，把学生培养成具有综合的设计能力的设计人才，课程体系应该以专业的系列设计课程和设计实践为中心，辅之以用户研究、设计管理、产品市场趋势等市场类课程和与产品材料与工艺、产品功能结构原理、产品成本分析、塑料产品设计等工程类课程，使核心课程的设置满足目前社会对设计人才知识和技能的基本要求。围绕核心课程的是扩充知识面和多方面素质的人文类如设计与文化，设计史，设计概论、设计美学等课程，以及平面、环艺类的其他设计课程。应用能力的提高需要通过完成大量的设计项目来实现，而设计理念是需要通过相应的设计手段来表现出来的，所有我们提出工业设计专业的课程结构体系的构建理念是先学习怎么做设计，再学习怎么做好设计，通过大量的实践活动来提升学生的实际设计能力。在课程体系结构的构建过程中，我们主张首先学习设计方法，在明白了整个设计流程以后，根据每一个设计阶段所需要的理论和技能，逐步学习其他课程。大一主要学习设计方法和设计表现类课程，锻炼设计手绘、设计软件等一系列完成设计所需要的手段，大二学习设计基础理论和设计美学、设计史，了解工业设计行业的整个发展脉络，大三学习人文及商业类课程和产品生产相关的工程类课程，大四进行综合类的设计实践活动。这样做的好处在于学生在大一的时候就可以进行相应的简单的设计活动，从大二开始逐渐可以完成完整的设计课题，大三大四随着课程的不断深入，逐步提高设计难度，在设计实践活动中锻炼学生的综合设计能力，在专业课程的学习过程中，带着设计课题有目的的去学习专业知识，对于各门课程的知识如何在设计活动中运用会有更加真实、直观的体会，学习的目的性更加明确，学习积极性和学习效率都会显著提升。
2.优化课程内容和学时分配工业设计专业的跨学科特点决定了它涉及到的知识领域非常广泛，在有限的课时内不可能覆盖到所有的领域，选择哪些知识点编入课程体系，每门课程所占的比重是多少，应该非常慎重。应用型本科的培养目标在于使学生具备在设计、市场和工程三方面的相关知识，把学生培养成具有综合设计能力的设计人才。目前大部分的高校开设的工业设计专业的相关课程都直接从其专业照搬过来，没有针对工业设计专业本身的特定进行修正，特别是工程类课程，包含了广泛而深入的内容，不可能全部照搬进工业设计的课堂，而要经过综合和筛选，把跟工业设计最密切相关的内容组合起来学习，譬如机械原理这门课程，我们把它改为产品功能结构原理，针对典型的产品，拆开、分解，分析它的结构，从功能、材料、加工方面分析它为什么要采用这个结构，包含了哪些力学、电学、加工、配合等方面的知识，有没有其他的设计解决方案等。这样设置课程内容，虽然对授课教师的要求较高，但通过有计划地筛选典型产品来分析，可以把需要学生掌握的工程类知识融合在其中，学生容易理解，而且很容易地在设计的过程中应用这些知识，更好的提高学生对知识的应用能力。应用型本科强调学生的职业培训，在学时分配上也要体现出“应用”，目前大多数高校依然延续传统学术型高校的学时分配模式，将大量的学时放在公共基础课上，包括高等数学、大学英语、原理等等，这些课程占据了整个培养体系将近一半的课时，对于应用型本科来讲，应该适当的缩减该类课程的学时，将更多的课时放在培养学生的应用能力上。
3.拓展教学方法人才培养方案的优化需要合理的教学方法来是执行，应该建立适合工业设计专业特点的教学方法。对于工业设计这种以实践性为其首要特点的学科来说，设计教学要以学生为中心，通过教师的引导，激励学生自己去思考、体验和发现，寻求并综合各种知识去找到解决问题的答案。我们主张在课程教学上以设计实践为主，每门课程在上课之初首先根据课程的内容设计一个或一系列相应的设计课题，然后围绕这一设计课题有计划的将课程内容有基组合，让学生带着问题去学习课程内容，充分调动学生的学习积极性，更好的将课程内容与设计课题相结合，同时增加综合性的设计实践活动，考查学生组合多门课程解决实际设计问题的能力。
二、结束语
本科英语论文范文5
[关键词]写作课程 实践教学 改革
[作者简介]王焕玲（1972- ），女，河南南阳人，南阳理工学院文法学院，副教授，研究方向为汉语言文字学、写作教学。（河南 南阳 473004）
[中图分类号]G647 [文献标识码]A [文章编号]1004-3985（2013）35-0167-02
应用型本科高校的汉语言文学专业旨在培养具有扎实的汉语言文学基础知识和理论，具备较强的语言文字表达能力和较高的文学审美鉴赏能力，系统掌握文化传播或中文教育理论及相关技能的高级应用型专门人才。近些年来汉语言文学专业学生毕业后主要从事中小学语文教学、网络编辑、报纸杂志编辑、办公室文秘、广告文案策划与写作等工作，这些岗位对汉语言文学专业毕业生的写作能力都有比较高的要求。就汉语言文学专业的毕业生而言，写作能力是最能彰显本专业人才优势的素质之一，也是社会对汉语言文学专业人才的基本要求。为了培养学生的写作能力，汉语言文学专业一般都会开设基础写作、应用写作、广告文案写作、新闻采访与写作等写作类课程，这些课程是汉语言文学专业的核心课程，学生写作能力也是汉语言文学专业学生必备的基本能力之一。
一、应用型本科汉语言文学专业写作类课程存在的问题
1.课程开设缺乏持续性和系统性。写作能力是汉语言文学专业学生必备的基本能力之一，对学生写作能力的培养和训练应该贯穿大学四年的学习之中，并且应该符合学生的认知规律，适应学生的就业需要。但是目前很多应用型本科高校写作类课程一般只在低年级开设，缺乏写作能力训练的连续性。
2.课程重理论、轻实践。为了强化学生的写作能力，教师必须在课程理论讲授的同时设置一些实践教学环节，但是很多高校的写作类课程在实践教学环节安排上尚属空白，即便有的安排了实践教学环节，也被教师安排为课堂练习，没有真正让学生走出课堂，走进社会，在社会实践中提升写作能力，应用型人才培养的理念无法得到实现。
3.缺乏激励机制，无法调动教师实践教学的积极性。与传统教学方式相比，实践教学需要教师付出更多的精力，但是由于目前高校缺乏相应的激励机制，导致写作类课程的任课教师缺乏进行实践教学改革的积极性，致使实践教学流于空谈。
二、调整专业课程体系，科学设置写作类课程
汉语言文学专业应该从专业的高度来设置写作类课程，保证学生每个学期都有写作类课程，保证每位学生在大学期间都能够有专人负责指导和监督，保持写作训练的连续性，让写作能力训练不断线。从一年级开始结合学生的其他专业课，根据学生的认知规律，逐步开设基础写作、应用写作、新闻采访与写作、广告文案与写作、应用写作综合训练、企业内刊编辑、学年论文、毕业论文等课程，这样从基础知识和理论到具体文种的写作到综合写作，循序渐进地培养学生的写作能力。
1.第一学年：奠定基础阶段。新生在入学伊始，教研室便为其指定专业指导教师，由专业指导教师指导学生大学四年的专业发展，结合汉语言文学专业的就业趋向，为其制定明确的专业发展目标。写作能力是学生的专业核心能力之一，专业教师应对学生四年的写作学习提出指导意见和明确要求，可要求学生四年中完成100篇文章的写作任务，每年完成篇目在25篇左右；写作类课程的考试成绩必须为良；必须在校内文学刊物和网站上发表一定数量的文章。
2.第二学年：技能练习阶段。这一阶段主要开设基础写作、应用写作两门基础课程。基础写作课程主要讲授写作的基本理论及知识，教会学生如何提炼文章的主题、如何选取材料、如何布局谋篇、如何锤炼语言等，从各个环节教会学生基本的写作技巧和方法，要求学生能够在赏析佳作的基础上运用各种基本文体写作。在基础写作的基础上进一步开设应用写作课程，教师通过对各种应用文体知识和写法的讲解，通过各种应用文体训练，使学生能够进行行政公文、事务文书和专用文书的写作。这一阶段要求学生完成30篇以上的作品。
3.第三学年：专业提高阶段。在第二年的基础上使其进一步学习新闻文体和广告文案的写作，要求学生能够在校内外刊物上发表一定数量的新闻稿件，能够进行简单的广告文案与写作。汉语言文学专业的毕业生毕业后很大一部分会进入企业，从事企业文化宣传工作，因此汉语言文学专业有必要开设一门企业内刊编辑课程，这门课程开设时可集中进行，教师通过带领学生走进企业，使学生接触企业内刊，了解内刊运作的程序和编辑组稿的要求，指导学生参与企业内刊的编辑。这种集中实践的形式，将会很好地提升学生的综合写作能力，特别是新闻文体的写作能力。学年论文课程是汉语言文学专业必开的写作课程之一，这门课程一般开设在三年级的下学期，使学生在掌握基本的专业知识和写作技能的基础上初步进行专业论文的写作，这门课程能够使学生在较高层次上对专业知识与写作技能加以整合，培养专业的审美体验能力、综合分析能力和创新表达能力以及专业论文的写作能力。
4.第四学年：应用验收阶段。在这一阶段，可以设置三门综合性的实践课程：应用写作综合训练、学年论文、毕业论文。应用写作综合训练课程主要通过为学生设置相关实践情景，让学生在模拟情境中进行各种文种的写作，强化之前的写作课程的理论及能力，使学生具备较高的应用写作能力；学年论文和毕业论文是汉语言文学专业本科毕业生必须进行的专业论文写作环节，也是对学生四年来专业课学习的总结和验收环节，训练和测试学生的专业综合研究能力和专业论文写作能力。
三、强化实践性教学环节，搭建实践教学平台
1.增加写作类课程课内实践时数。为了突出学科的应用性，培养学生的专业技能，汉语言文学专业大都开设了应用写作、新闻采访与写作、广告文案与写作等实践性很强的课程，但是由于传统思维定式的影响，写作类课程的教师往往忽视了实践教学环节，在制订培养方案的时候，这些写作类课程的实践时数或者为零，或者比例相对较小，即便一些高校的汉语言文学专业安排了写作类课程的实践教学环节，但是由于受到学术型、理论型教学模式的影响，这些课程的实践教学环节往往被理论授课环节所替代，课内实践环节往往形同虚设。因此，要提高学生的应用写作能力，必须调整专业人才培养方案，增加写作类课程实践环节的比重，最好能将理论与实践的比例保持在31 的水平，这样才能将实践教学落实下去。另外，为了确保实践教学环节能够确实被执行，我们还应该有详细的课内实践大纲。
2.开设写作类集中实训课程。为了强化汉语言文学专业学生的写作能力，我们应在高年级开设不同种类的集中实践课程，如应用写作综合实训、企业内刊编辑等课程，这些课程既有对学生专用文种写作能力的综合训练，也有对学生专业综合写作能力的训练和考核。这些集中实训课程可以改变传统的教学思路和模式，让学生利用这个机会参与到实际工作中，提前了解未来的工作岗位对学生写作能力的具体要求。例如担任应用写作课程、企业内刊编辑课程的教师可以把学生带到相关企业，使学生在企业集中实习，参加企业的行政工作和企业内刊编辑工作，让学生在实践的过程中了解行业对专业能力的需求，更好地锻炼学生的读写能力和采编能力。
3.搭建校内外实践平台。写作能力的培养不仅仅需要理论知识的传授，更需要学生能够在实践中练习。因此学校和写作课程的教师应该为学生搭建良好的校内外实践教学平台。教师可以利用学校的文学刊物和校园网络，使之作为学生习作发表的阵地，鼓励学生参与院校的文学刊物，激发学生的写作兴趣。学校应该加强对外联系和合作，建立多家专业实习基地。学校可以利用周末和节假日把学生分期、分批地派到企业，参与企业的行政管理工作和文化宣传工作，例如撰写日常行政工作文案、企业策划宣传文案、企业内刊文案等，学生在实践活动中能够真正了解到行业对学生写作能力的需求，从而能够及时调整自己的学习方法，更好地将课堂上的理论知识融会贯通，也更早地适应了社会的需求。
四、实施激励机制，鼓励教师开展实践教学
应用型本科汉语言文学专业学生的专业基本能力包括汉语阅读能力、汉语写作能力和交际能力等。在大学四年的学习中，为了重点培养学生的写作技能，监督学生的学习过程，督促学生加强平时的写作，需要给每位学生指定一位责任导师，由导师负责指导、监督、跟踪学生的写作。为了加强写作类课程的实践教学环节，也需要写作课程的任课教师投入极大的时间和精力去研究课程教学模式和教学方法的改革。目前许多应用型本科高校实践教学无法深入推动，其原因之一在于任课教师缺乏主动性、积极性，深层的原因是高校缺乏对实践教学环节工作的激励机制。指导老师为学生批改文章、带领学生参加企业实践活动总是在课外进行，教师不能得到任何形式的补助，而且这些活动耗费教师很大的精力，使其无法集中精力搞科研，而社会实践的成果又无法作为教师晋升职称的要件，因此许多教师在课程的实践教学中将实践教学环节改为理论环节，把学生禁锢在课堂内、书本的教条上，使写作课程的教学与社会严重脱节，背离了设置写作课程实践教学环节的初衷，也就无法实现应用型人才的培养目标，这是许多应用型本科高校面临的一个普遍的问题。
因此，要提高学生的综合写作能力，必须进行实践教学改革，必须使专业指导教师有足够的热情和精力，这就要求高校建立一定的激励机制：鼓励青年教师参与实践教学改革，鼓励教师深入企事业单位顶岗实习，积累实践经验；对积极参加实践教学改革的教师实施资金补助；对参加实践教学改革的教师在职称评定时予以职称晋升政策的倾斜；为教师创造实习、实践环境等，这样才能激发教师指导热情，切实提高学生的写作能力。
五、紧密结合实际，探索各门课程实践教学模式的改革
各门写作课程的教师要结合汉语言文学专业的人才培养目标，根据课程自身的内容和性质，逐步探索各门课程的实践教学改革。基础写作课主要培养学生基础文体的写作能力，教师可组织学生参加社会实践、鼓励和帮助学生创办文学刊物、利用网络平台写作等方式进行实践教学方式的探索，特别是在当今网络技术发达的时代，基础写作课教师应该鼓励学生撰写博客文章，锻炼学生的写作能力；应用写作课程旨在培养学生的应用文种的写作能力，教师可通过创建新的实训模式、编写切实可行的实训方案、校企合作办刊等方式进行实践教学探索；新闻采访与写作课程实践性较强，更应该创建开放式互动式写作教学平台进行实践性教学改革，而不是拘泥于传统的文本和案例，应该想办法把学生拉出校园，发现身边的新闻，随地取材，切实提高学生的实际采访与写作能力；广告文案写作课程也要研究各行业对广告文案写作教学的要求，探索课程的实训模式，从而使学生的学习和写作能够与社会实践接轨，切实提高学生的实践能力。
[参考文献]
[1]潘连根，王静义，李佩伦.关于汉语言文学专业学生写作能力培养的思考[J].绍兴文理学院学报：教育教学研究版，2000（1）.
本科英语论文范文6
1.1 Background of this study 1
1.2 The current situation in oral English learning of non-English major students 1
1.3 Overview of the development of web-based study at home 2
1.4 The significance of the study 2
2. Literature Review 4
2.1 Definition of learning strategies 4
2.2 Classification of learning strategies 5
2.3 Studies on speaking learning strategies 6
2.4 Factors of influencing the choice of speaking learning strategies 8
3. The methodology 10
3.1 The subjects 10
3.2 Instruments 10
3.3 Data collection 11
3.4 Data analysis 11
4. Results and discussion 16
4.1 Frequency of the use of speaking learning strategies 16
4.2 Frequency of the use of different speaking learning strategies. 16
4.3 Differences in the use of speaking learning strategies by speakers with different factors 17
5. Conclusion 19
Acknowledgements 20
References 21
Appendices 23
1. Introduction
In this part, four sections are included. There are background of this study, the current situation in oral English learning of non-English major students, overview of the Internet development in China and the significance of the study.
1.1 Background of this study
With the fast development of society and the increasing openness to the world, the demands to communicate in English have been expanded to a large degree. College students are required to have a good competence in speaking before entering the society. But the fact is that the actual competence of college students in speaking is far from being satisfactory. It is necessary for us to improve the awareness of using strategies.
In the field of language learning and teaching over the last few decades, a prominent shift has taken place, resulting in great emphasis on learners and learning rather than teachers and teaching. The study of learning strategies has seen an “explosion of activity”. [1]105 In recent years although the history of research into speaking learning strategies is not very long, the study on speaking learning strategies can provide students with valuable suggestions on how to improve oral English in terms of accuracy, fluency, and complexity. Almost 15 researchers abroad have studied on speaking learning strategies. In China, Huang Xiaohua and Chen Sijin have done a great contribution to studies on speaking leaning strategies.
Nowadays, the development of computer science and technology and the prevalence of networks have deeply influenced people’s life, also the language study. However, there are still few researches on the web-based speaking learning strategies. The thesis attempts to make a study on web-based speaking learning strategies.
1.2 The current situation in oral English learning of non-English major students
In China, the teaching of English as a foreign language has been greatly influenced by the traditional education system. The traditional way still pay much attention to the examinations in schools, including colleges and universities either, rather than the application of language. Linguistic form is always the focus of both textbooks and language tests. Besides, under this model, one teacher is always in charge of many students in one class, so the teacher becomes the center of the class and there is little chance for the students to practice oral English. The English language learning is seen as a “knowledge-imparting” process and the English language learning is seen as a “knowledge-receiving’ process. Therefore, there is a misleading that English learners are regarded as passive recipients and do not need any initiative.
According to the investigation by Shi in 2000, college graduates who have strong speaking ability only account for 5%; those who are very weak in speaking account for 37%; those who are competent in international conference discussions account for 7% and those who are competent in foreign trade negotiations account for 14%. In spite of the fact that college students have a long history of learning English, the critical situation still not shift and the ability for the college students to speak English is far from satisfactory.
1.3 Overview of the development of web-based study at home
With the rapid development of computer science and technology and the prevalence of networks, people’s life has been influenced. According to “Survey Report on Internet Development in China” provided by China Internet Network Information Center (CNNIC) in January 2007, study is the fourth main goal following getting entertained, making friends and getting resources. In English Learning Teaching, Multi-media Means have been also applied. No one can ignore the great influence of the Internet on people’s daily life, including English study. A lot of people have made full use of the Internet for English study, such as reading or listening global news, watching America or Europe movies or TV series, taking part in chatting rooms for English study, making frien ds from other countries online, etc.
Web-based study can make learning anytime, anywhere available, thereby providing the possibility for lifelong learning. It also changes the relationship between teachers and students and provides increased access to study. Besides, web-based study is a good way to improve the student's critical thinking and analytical skills. [2]245
1.4 The significance of the study
With the development of global integration and the increased frequency of international communication, new and higher requirements in English study are put forward for college students. Gradually, more and more non-English major students realize the importance of oral English study and try to find out ways to improve their own oral English to a higher level. However, due to the influence of traditional teaching methods, long-time examination-oriented concept and ignorance to oral English in people’s mind, the current situation of college students, especially non-English major students, in oral English is far from being optimistic. From 1960s, language researchers home and abroad have focused on the relationship between oral English study and learning strategies and made deep study on speaking learning strategies.
What’s more, the Internet and computer science has played a more and more important role in people’s life and influenced language learning further. It is evidently an admirable thing, but there is little guidance to the English study online. The study on web-based learning strategies is few, even the study on web-based speaking learning strategies is almost blank. Therefore, this paper chooses a certain amount of non-English major students in ZUST, and studies their present situation or problems during using speaking learning strategies online, hoping to help them to find a suitable way to study online and finally achieve the ultimate goal of improving oral English.
2. Literature Review
In this part, four topics are discussed respectively. They are: definition of learning strategies, classification of learning strategies, studies on speaking learning strategies, factors of influencing the choice of speaking learning strategies.
2.1 Definition of learning strategies
In most of the studies, speaking learning strategies are not separated from learning strategies. The general definition of learning strategies is “mental or behavior activity related to some specific stage in the overall process of language acquisition or language use.” [3]154 In the short history of researches on learning strategies, lots of researches abroad gave definition of learning strategies from perspective of their study. Here are some.
Weinstein and Mayer insist that learning strategies are the behaviors and thoughts that a learner engages in during learning. Learning strategies are intended to influence the learner’s encoding process. 54 The researchers above all think learning strategies are actions useful to language learning but differ in the way learning strategies work.
In 1990, Cohen defines learning strategies as learning processes which are consciously selected by the learners. The element of choice is important here because this is what gives a strategy its special character. These are also moves which the learners are at least partially aware of, even if full attention is not being given to them. 78
In addition, Tarone defines language strategies as “an attempt to develop linguistic and sociolinguistic competence in target language –to incorporate these into one’s interlanguage competence.” [11]65-66 Stern gives the definition as “best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.& rdquo; [12]57-58
2.2 Classification of learning strategies
2.2.1 Classification of learning strategies abroad
Learning strategies have been classified by many scholars. However, most of these studies do not differ much with each other. Here are three typical classifications:
In the classification of O’Malley and Chamots, there are 3 major types of strategies, namely, cognitive strategies, meta-cognitive strategies and social/affective strategies. [13]155 O’Malley and Chamot make the classification depending on the level or type of processing involved. The disadvantage of O’Malley and Chamot’s classification is that it has difficulties in its application because the definition of each strategies item seems to be a little vague.
The classification scheme provided by Oxford is believed to be the most comprehensive classification to date. Oxford divided language strategies into two major groups, namely, direct strategies and indirect strategies. [14]54-55
1) Direct strategies: Memory strategies, Cognitive strategies, Compensation strategies.
2) Indirect strategies: Meta-cognitive strategies, Social strategies, Affective strategies.
The classification by Oxford has been widely used and accepted.
Cohen, in his work Strategies in Learning and Using a Second Language divided learners’ strategies into two types: language learning strategies and language using strategies. [15]124 Cohen’s classification seems clear and easy to understand, but it is difficult to tell whether it is for language learning or for language use. Besides, his study did not pay attention to meta-cognitive strategies, while many researchers believe that meta-cognitive strategies are one of the most important strategies to language learning.
2.2.2 Classification of learning strategies in China
As we know, in most of the studies, speaking learning strategies are not separated from learning strategies. In China, many researchers have made great contribution to learning strategies. In order to have a good understanding of learning strategies, many researchers focus on the classification of learning strategies. Cheng& Zhen and Wen are two prominent researchers.
Cheng& Zhen put forward two classification schemes. The first one is based on the role that strategies play in the learning process. There are cognitive strategies, meta-cognitive strategies, affective strategies and communicative strategies. The second one is based on areas of language knowledge and skills. There are strategies for learning pronunciation, grammar, vocabulary and strategies for developing listening, speaking, reading and writing skills. [16]56
Wen draws a complete system for language learning strategies. In this system, language learning strategies are divided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learner’s viewpoint about how to learn a foreign language, and these beliefs decide the learning strategies one uses. The latter is subdivided into two groups: management skills and learning skills. Management skills are usually related to the language materials, including making study plans, evaluating one’s progress, measuring and modulating one’s affective state and so on; while learning skills generally include how to acquire the abilities in listening, speaking, reading and writing, how to deal with new words, how to learn pronunciation and so on. [17]54
2.3 Studies on speaking learning strategies
2.3.1 Nature of oral English
Oral English is different from written English in many ways. Oral English is usually not pre-organized and neat as written English. The sentence in oral English is usually shorter, even not completed or simpler, sometimes wrong in grammar. Also, we can find that oral English is always much up-dated and could express speaker’s ideals by tones of voice, intonation and stress.
The words are being spoken as they are being decided and as they are being understood. Once spoken, they are gone. While the reader can reread, the listener can have memory problems that will lead to misunderstandings or a request for a repetition. Furthermore, the listener may miss a part of what was said, perhaps through noise, or a moment’s distraction. [18]85
2.3.2 Studies on speaking learning strategies abroad
With the further study of learning strategies, some researchers have made detailed study on speaking learning strategies. Speaking strategies, which are closely related to strategies as in McDonugh’s review, turned out to be a focus among researchers of SLA. L2 researchers on speaking strategies were always divided into two camps:
1) Socio-linguistically orientated researchers, such as Tarone, who considered such strategies as social interaction.
2) Psycho-linguistically orientated researchers, represented by Faerch and Kasper, who recognized them as part of a planning process.
Through employing the me thodology of interpreting transcripts of learners’ language，the two camps set a destination of ascertaining various lists of possible strategies available to L2 learners, which were separately described by Poulisse and Bialystok. [19]78-79
The most comprehensive project into speaking strategies was conducted at the University of Nijmegen by Kellerman, Bongaerts, and Poulisse in the 1980s. In these studies by the Nijmegen group, verbal report and other methods were used for investigating the situation of the use of L2 speaking strategies, especially those used in compensating for gaps in communicative ability.
O’Malley and Chamot conducted an empirical interventionist study, which “is one of the most comprehensive studies of learner strategies to date”. [20]65 After the test, the members who were given precise and clear training in meta-cognitive，cognitive，and social strategies and affective strategies improved significantly more than the controlled group.
Cohen, Weaver and Li investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a self-description, a story retelling, and a description of a favorite city at University of Minnesota. In 2000, there are also three major studies reviewed by Cohen, which dealt with training of speaking strategies, founded on the categorization of speaking strategies. One study was conducted with a survey of 122 first-year and fourth-year students in the English Department at an Egyptian university，half students receiving the treatment and half in the controlled group. A second study involved 60 undergraduates in compulsory English for Arts Student course. 75
2.3.3 Studies on speaking learning strategies at home
From the early 1980s, researchers in China began to pay more and more attention to speaking learning strategies. A thesis named “An investigation of learning strategies in colloquial communication that Chinese EFL learners in China employ” was accomplished by Huang Xiaohua in 1984. In 1985, Huang Xiaohua took a further research on relationship between speaking strategies and speaking proficiency among seniors of English major in Guangzhou Foreign Language Institute. They found that the use of learning strategies was relative to increased language achievement or proficiency and learning strategies had been firmly affirmed to play an active role in language learning. [23]287-307
In 1990, Chen Siqing Published “A study of communication strategies in interlanguage production by Chinese EFL learners” in an international magazine—Language Learning. In the study, the frequency, type and efficiency of using communication strategies by twelve students of foreign language majors were observed and described. [24]24-26
2.3.4 Factors of influencing the choice of speaking learning strategies
During the recent studies on learning strategies, many researchers have found that the use of speaking learning strategies is affected by many factors. And the most common factors are age, language proficiency, learning style, learning beliefs, gender, motivation and culture.
1) Age has been found to affect the use of oral English strategies. Older learners often use complex, sophisticated strategies. Young children respond more readily and intuitively to language “acquisition” in social and communicative situations, while older learners can learn language more steadily by means of cognitive and academic approaches. [25]154
2) L2 proficiency Bialystock found that functional practice correlated significantly with second language proficiency in tenth graders, whereas functional practice, formal practice, and monitoring were related to L2 proficiency in twelfth graders. [26]25
3) Learning styles also affect the choice of L2 learning strategies. Learning styles make a big difference in choosing learning strategies or the learning behavior of an individual.
4) Learning beliefs, as researchers, Weden, Horwitz; Abranham and Vann; Gerardo; Pedro; Yang, suggested, play an important role in dictating the use of learning strategies.
5) Gender differences in the use of learning strategies are indicated by several studies of Oxford and Nyikos, Oxford and Green, Kaylani e.
6) Motivation is also important in successful second language learning. Gardner, D. & L. Miller are typical researchers. Schumann, Oxford and Nyikos, Ehrman and Oxford, Okada also concern much about motivation and learning strategies.
7) Culture may play an important role in shaping particular learning behaviors, as some researchers indicated. Researchers such as O’Malley, Politzer and McGroa try, Scarcella, Carson, Hino, Kohn, Carson and Nelson, Levine, Reves and Leaver and Parry make researches on it. [27]85
3. The methodology
The study was conducted to investigate the current situation of speaking learning strategies used by students from non-English majors who have oral English study online by means of questionnaire survey. The whole chapter is composed of the following components: the subjects, the instruments, data collection, data analysis.
3.1 The subjects
3.1.1 Purpose
The major purposes of the study are: 1) to study the frequency of the use of speaking learning strategies during oral English study online; 2) to find out the differences in the frequency of the use of different speaking learning strategies; 3) to identify the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level; 4) to point out that the positive use of speaking learning strategies online is helpful to the improvement of oral English.
3.1.2 Participants
The participants are 107 college students of non-English major in ZUST. They are from different majors and are respectively from science and arts. And also, they are from different grades of different levels.
3.2 Instruments
The questionnaire has been used to gather information on the speaking learning strategies used by students of non-English major who have oral English study online. The students are required to finish the questionnaire in 10 minutes. The questionnaire contains 30 questions, concluding 6 questions about meta-cognitive strategies, 4 questions about cognitive strategies, 6 questions about memory strategies, 4 questions about compensation strategies, 5 questions about affective strategies, and 5 questions about social strategies. It uses five scales ranging from A (“never”) to E (“always”). The latter letter indicates a more frequent use of the Internet or strategies. The first part of the survey questionnaire is for the status of using the Internet for oral English study in ZUST. The second part focuses on the use of six types of strategies. The detailed reflection of different speaking learning strategies used in oral English study online can be represented as below: 1) memory strategies, such as setting up nets of relationships, making use of image and sound, reviewing, acting and so on; 2) cognitive strategies, such as practicing, receiving, and conveying information, analyzing and inferring, setting up rules for inputting and output information; 3) compensation strategies, such as guessing, overcoming deficiencies of language knowledge in speaking and writing; 4) meta-cognitive strategies, such as focusing on key points of learning, arranging and planning learning, evaluating learning; 5) affective strategies, such as lowering anxiety, encouraging oneself, learning about one’s own state of affect; 6) social strategies, such as enquiring about questions, cooperating with others, sympathizing others. The questionnaire is in Chinese, in order to make the participants understand the items better.
3.3 Data collection
The students majoring in science, especially the students majoring in engineering and students majoring in arts of business trade and humanity in ZUST, take part in this survey. The survey conducted during a week in April in 2010. There are different methods or procedures to collect the data in the researches of speaking learning strategies, such as observation, interview, questionnaire, verbal report, diary, etc. Each method has its advantages and disadvantages as well. But considering time-saving principal and the conception of building an environmental society, this survey is made online. During this period, we contact 3 students majoring in engineering in ZUST and then other students to take part in the survey. The students are required to answer the questionnaire in 10 minutes. The participants are advised not to be so bad in English to guarantee the quality of the survey. Then the data will undergo descriptive statistics. Descriptive statistics indicate the average level of the use of speaking learning strategies, the difference between two sets of scores, such as the relationship between some learners’ factors and the use of speaking learning strategies, such as gender, major, personality, self-rated proficiency, and the possibility and reliability of the data.
3.4 Data analysis
This paper analyzes the data collected in the research. Section one indicates the frequency of the use of speaking learning strategies during oral English study online. Section two shows the differences in the frequency of the use of different speaking learning strategies. Section three provides the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level. For the convenience of calculating, A (“never&rd quo;) to E (“always”) in the questionnaire count 1-5 scores gradually. And all use mean and Std. Deviation to make a contrast between each other and check the possibility of the results.
3.4.1 Frequency of the use of speaking learning strategies
Table 3.1 Frequency of the use of speaking learning strategies online and in real life
Category Online In real life
Overall strategies 2.50 4.02
Memory strategies 2.30 4.33
Cognitive strategies 2.57 3.04
Compensation strategies 2. 82 4.83
Meta-cognitive strategies 2. 53 3.12
Affective strategies 2.19 3.03
Social strategies 2.24 4.08
The table 3.1 above shows the mean scores of the use of speaking learning strategies online and in the real life respectively. It is clearly that the frequency of the overall use of speaking learning online only accounts 2.50, greatly lower than that in the real life, which holds 4.02. Besides, the respective scores of the use of different speaking learning strategies are relatively lower than that in the real life.
3.4.2 Frequency of the use of different speaking learning strategies
Table 3.2 Frequency of the use of different speaking learning strategies
Category Mean Std. Deviation
Memory strategies 2.30 2.29
Cognitive strategies 2.57 3.33
Compensation strategies 2. 82 4.91
Meta-cognitive strategies 2. 53 5.18
Affective strategies 2.19 3.43
Social strategies 2.24 3.07
The table 3.2 above shows the mean scores and std. deviation of the use of different speaking learning strategies online. As the survey shows, the most frequent speaking learning strategies used by students are compensation strategies, which accounts for 2.82. The latter two are cognitive strategies and meta-cognitive strategies, which accounts for 2.57 and 2.53 respectively. Affective strategies only have 2.19, which are comparatively low to the overall level.
3.4.3 Differences in the use of speaking learning strategies by speakers with different factors
3.4.3.1 Use of the speaking strategies by different gender
Table 3.3 Frequency of the use of speaking learning strategies by different gender
Category Male Female
Overall strategies 2.33 2.67
Memory strategies 2.28 2.32
Cognitive strategies 2.53 2.61
Compensation strategies 2.51 2.55
Meta-cognitive strategies 2.49 2.57
Affective strategies 2.18 2.20
Social strategies 2.21 2.27
From table 3.3, we can see that there is no big significant difference in using memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies, affective strategies and social strategies between different genders. The overall strategies used by females hold 2.67, higher than 2.33 for males. The use of learning strategies by females is more frequent than the males. Also, the scores of respective speaking learning strategies by the females are always higher than the males.
3.4.3.2 Use of the speaking strategies by different majors
Table 3.4 Frequency of the use of speaking learning strategies by different major
Category Science Arts
Overall strategies 2.36 2.64
Memory strategies 2.25 2.35
Cognitive strategies 2.51 2.63
Compensation strategies 2.59 2.47
Meta-cognitive strategies 2.31 2.33
Affective strategies 2.15 2.23
Social strategies 2.19 2.29
From table 3.4, the overall use of speaking learning strategies by students from arts occupies 2.64, while the use of those from science occupies 2.36. The students from arts use speaking learning strategies a little more frequent than those of the science. Also, this contrast between males and females can be seen by the scores of each speaking learning strategies in the table3.4.
3.4.3.3 Use of the speaking strategies by different personalities
Table 3.5 Frequency of the use of speaking learning strategies by different personality
Category Extroverted Introverted
Overall strategies 2.50 2.42
Memory strategies 2.27 2.33
Cognitive strategies 2.58 2.56
Compensation strategies 2.56 2.50
Meta-cognitive strategies 2.28 2.34
Affective strategies 2.19 2.17
Social strategies 2.26 2.21
From table 3.5, the scores of the extroverted students and the introverted students are near the same. And it is not fixed that the scores of the extroverted ones are higher than the introverted ones by each strategies. The score of memory strategies by the introverted occupies 2.33, 0.05 higher than the extroverted. Also, we can see that the score of the meta-cognitive strategies by the introverted is 0.06 higher. There is no big difference in the use of the speaking strategies with different personality, but normally the speaking learning strategies used by the outgoing and confident students are more frequent, especially social strategies, affective strategies and compensation strategies.
3.4.3.4 The use of the speaking strategies by different self-rated proficiency levels
Table 3.6 Frequency of the use of speaking Learning
strategies by different self-rated proficiency level
Category High Medium Low
Overall strategies 2.53 1.61 0.89
Memory strategies 1.84 1.71 1.12
Cognitive strategies 2.19 1.97 0.98
Compe nsation strategies 1.51 1.57 1.90
Meta-cognitive strategies 2.57 1.63 0.83
Affective strategies 2.83 1.88 0.67
Social strategies 2.11 1.54 0.83
In this part, students are divided into three groups by self-rated proficiency level, namely, high, medium and low. Table 3.6 clearly shows that the strategies used by the participants are significantly and positively related to their proficiency level. The good students with higher-rated proficiency level use more speaking learning strategies and relatively the students with low-rated proficiency level use less speaking learning strategies. In addition, the compensation is often used by the ones who are relatively weak in English, which occupy 1.9 point in the table 3.6.
4. Results and discussion
4.1 Frequency of the use of speaking learning strategies
As the survey shows, the overall use of speaking learning strategies online is still low. The possible reason should be:
First, the college students have not thought high of or even realized the great potential and function of the net to learning. Although the Internet can capture students’ attention easily, it is not often used for study. Students are used to and willing to study in class or by textbooks or homework.
Second, even though a part of students realized the value of Internet to study, they do not know how to study. The further negative effect is that they lose the interest in oral English practicing easily. This may need the teachers to guide them and enlighten their mind with fleshing ideas, innovation and updated rich information about the ways to practice oral English on the Internet.
Third, there is no admirable and pleasant atmosphere for web-based study. As nearly all the students live in the dormitory, they are easily affected by each other. So, an environment full of interaction is advocated. The teachers or the students themselves could build some forums, unions or study groups to arise the atmosphere of study.
The last but not the least, the Internet has so much temptation to allure the students to have some entertainment. So, the Internet itself may reduce the speaking learning use. Students are always weak in self-motivated learning ability and ability to study independently online. As to this, the students themselves should pay more efforts on it.
4.2 Frequency of the use of different speaking learning strategies.
From the data we can see that the most frequent speaking learning strategy used by students online is the compensation strategies. This may be the reason that the average oral English level of non-English major students is not high and a big amount of them is low. When they could not understand what the other talks about during the conversation, they will ask them to repeat or slow down the speed. Since the storage of their vocabulary is limited, when they could not remind of the words or sentences needed, they will choose other words or sentences to replace these words or sentences. And when they could not express themselves clearly, they will try to give examples to elaborate it.
The lower ones to compensation strategies in the survey are cognitive strategies and meta-cognitive strategies. It is gratified that students have an identifying goal of study in English learning and they also take advantage of the Internet resources under a pleasant condition by watching America movie or TV series or listening VOA, BBC, etc. They also try to seek the better way to improve oral English and have the ability to make arrangements.
Affective strategies, memory strategies and social strategies are comparatively lower in the data. Students are easy to be depressed about their oral English and sometimes have the thought to let it be. When confronted with new words on movies, TV series, websites, chatting online, etc, students will not write them down or try to find their meanings. Social strategies could contribute much but are limited by the traditional study habits online. Students have not formed the habits to practice English by e-mails, chatting rooms or other methods online.
4.3 Differences in the use of speaking learning strategies by speakers with different factors
As we can see from the use of the speaking strategies by different genders, majors, personality, and self-rated proficiency level above, English learning factors do affect the oral learning inline.
As to the gender, females pay more attention to the use of speaking learning strategies and have more talents in language learning. Female students are not engaged in many entertainments such as games, etc. But both males and females should make best use of the advantages and bypass the disadvantages
As to the major, the scores of the students majoring in arts are conspicuously superior to the students majoring in science. The thinking pattern and the advantage of sharing emotion and social practice of the students majoring in art makes them superior in the use of speaking learning strategies, while the students majoring in science pay much on the technologies and data than language itself.
As to personality, the extroverted ones gain much. The extroverted personality always represents confident, outgoing and communicating or sharing much with others. The confident and outgoing ones always have a higher self-rated proficiency. If one is more confident and outgoing, then he or she will pay more efforts on how to improve oral English and gain more opportunity to have a communication with others.
As to self-rated proficiency, it is clear that the students with higher self-rated proficiency level use more speaking learning strategies and the students with lower self-rated proficiency level use less speaking learning strategies. In turn, the ones who use varied speaking learning strategies more frequently can always achieve better outcomes in oral English. But as the Internet is only one assisting tool to oral English learning, so, we can not say that it is definitely a deciding factor. But it is sure that frequent use of strategies do contributes to the results of the oral English learning.
At present, however, not too many students regard the speaking learning strategies important, and have not formed a good study mode online. So, I would like to bring up some advice for reference: 1)lowering anxiety and practicing step by step; 2)preparing and planning for using speaking learning strategies; 3)selecting and using proper and suitable strategies for yourself; 4)summarizing your oral study and making adjustments accordingly; 5)going outside and practicing more and more. How to get rid of the barriers of the negative factors and make full use of the positive ones is a wise but a difficult thing. Also, to make full use of the Internet in study and put the speaking learning strategies into the oral English study online are meaningful but still a long way.
5. Conclusion
The above discussion of study and research is by no means comprehensive but it deserves our study.
Nowadays, Internet is an interesting and fashionable thing to us. It has attracted our eyeballs for a long time and occupied plenty of our time as well. The introduction of Internet brings new vigor to teaching and learning process, but it also tends to be inefficient during the study. Thus, the frequency of using speaking learning strategies online is low. This requires the proper use of speaking learning strategies and efforts by the students.
As the study shows, the most frequent speaking learning strategies used online is compensation strategies. It may after all be accepted as a good way to circumvent the weakness in oral English, but not a good and long-time way to improve oral English level. Other strategies do deserve to use and have some requirements to the learners: the use of cognitive strategies and meta-cognitive strategies requires learners know how to make arrangements for study and have the ability to self-control during the study online. The study of affective strategies shows that an enterprising and perseverant mind is advocated in practicing oral English. Memory strategies request the learners to be more diligent and hardworking to English study. At last, the social strategies are functional and demand the students to explore more gateways of practicing oral English online.
It is evident that learners’ factors can easily affect the use of speaking learning strategies online and some factors can not be changed at once. But, if the learners could foster strengths and circumvent weaknesses, and absorb the shining points from the others, there will be a new look of oral English learning.
Speaking learning strategies is by no means helpful to the improvement of oral English, although this paper could not give affirmative support to it. But we can see that the good learners always use speaking learning strategies more frequently.
All in all, it is greatly expected that the learners could make full use of the website and speaking learning strategies during the study online and there will be a better atmosphere of practicing oral English online in the future.
Acknowledgements
My initial thanks go to my supervisor Louqing, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Yangxue, Chenliang, Fanyanlong, wangbo and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
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Appendices
浙江科技学院非英语专业大学生网上英语口语学习策略调查问卷
一、个人简况
姓名:
性别: A 男 B女
科别： A 理工科 B文科
你的性格特征： A内向 B外向
你认为你目前的英语综合水平： A很差 B一般 C优秀
二、网上英语口语学习策略调查
（元认知策略使用情况调查）
1、我寻求好的网上口语练习的时间和地点。
A从不 B很少 C有时 D经常 E总是
2、上网学习时，我能把握上网学习的时间和内容。
A从不 B很少 C有时 D经常 E总是
3、对于如何上网提高英语口语能力，在不同时期，我有明确的目标。
A从不 B很少 C有时 D经常 E总是
4、我总在寻求更好的口语学习方法。
A从不 B很少 C有时 D经常 E总是
5、我思考和评价自己的上网学习方法从而找出存在的问题和解决方法。
A从不 B很少 C有时 D经常 E总是
6、在说话前， 我先把想说的话组织好再说。
A从不 B很少 C有时 D经常 E总是
（认知策略使用情况调查）
7、我浏览各种英文网站、听英文录音VOA,BBC,. etc及看英文视频等，听和练习口语。
A从不 B很少 C有时 D经常 E总是
8、在用英语聊天时，我会猜想对方下一句会说什么。
A从不 B很少 C有时 D经常 E总是
9、听VOA,BBC，. etc 或欧美剧等英文视频时，我会模仿其说话方式、语音语调及用词。
A从不 B很少 C有时 D经常 E总是
10、听VOA,BBC，. etc 或欧美剧等英文视频时，我会小声跟着说。
A从不 B很少 C有时 D经常 E总是
（记忆策略使用情况调查）
11、我反复观看喜欢的欧美剧，以便加深印象。
A从不 B很少 C有时 D经常 E总是
12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。
A从不 B很少 C有时 D经常 E总是
13、在英文网站上遇到新单词我就猜它的意思。
A从不 B很少 C有时 D经常 E总是
14、一遇到生词就查字典吗?
A从不 B很少 C有时 D经常 E总是
15、我把上网遇到的生词记在单词本上。
A从不 B很少 C有时 D经常 E总是
16、我用金山词霸等网上字典在线查找生词的意义及用法。
A从不 B很少 C有时 D经常 E总是
（补偿策略使用情况调查）
17、QQ聊或聊天室语音等方式交流时， 我会努力猜测TA接下去将说什么。
A从不 B很少 C有时 D经常 E总是
18、QQ聊或聊天室语音等方式交流时， 当不懂对方所言时，会请求对方重复或放慢语速。
A从不 B很少 C有时 D经常 E总是
19、QQ聊或聊天室语音等方式交流时， 当与别人交谈时想不起某个词 时， 我会使用同义词（组）。
A从不 B很少 C有时 D经常 E总是
20、当不能表达自己时， 我会举例等方式进行解释。
A从不 B很少 C有时 D经常 E总是
（情感策略使用情况调查）
21、在网络环境中害怕别人发现你英语方面的不足吗?
A从不 B很少 C有时 D经常 E总是
22、为了把口语说好，我经常自我鼓励。
A从不 B很少 C有时 D经常 E总是
23、说英语紧张时， 我会想办法消除它。
A从不 B很少 C有时 D经常 E总是
24、上网学习英语后，我的学习兴趣提高了。
A从不 B很少 C有时 D经常 E总是
25、我会与家人、同学、老师等探讨口语学习的感受
A从不 B很少 C有时 D经常 E总是
（社交策略使用情况调查）
26、用英语写邮件或聊天时，我请对方纠正我的错误。
A从不 B很少 C有时 D经常 E总是
27、通过网上交流很容易在学习上和同学结成朋友。
A从不 B很少 C有时 D经常 E总是
28、必要时，交谈借助手势、表情等进行表达。
A从不 B很少 C有时 D经常 E总是
29、交谈时，我把精力放在意思表达上。
A从不 B很少 C有时 D经常 E总是
30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。
A从不 B很少 C有时 D经常 E总是
浙江科技学院非英语专业大学生非网络状态下英语口语学习策略调查问卷
（元认知策略使用情况调查）
1、我寻求好的网上口语练习的时间和地点。
A从不 B很少 C有时 D经常 E总是
2、学习时，我能把握学习的时间和内容。
A从不 B很少 C有时 D经常 E总是
3、对于如何提高英语口语能力，在不同时期，我有明确的目标。
A从不 B很少 C有时 D经常 E总是
4、我总在寻求更好的口语学习方法。
A从不 B很少 C有时 D经常 E总是
5、我思考和评价自己的学习方法从而找出存在的问题和解决方法。
A从不 B很少 C有时 D经常 E总是
6、在说话前， 我先把想说的话组织好再说。
A从不 B很少 C有时 D经常 E总是
（认知策略使用情况调查）
7、我参加有利于英语提高的活动，听和练习口语。
A从不 B很少 C有时 D经常 E总是
8、在用英语聊天时，我会猜想对方下一句会说什么。
A从不 B很少 C有时 D经常 E总是
9、听英语时，我会模仿其说话方式、语音语调及用词。
A从不 B很少 C有时 D经常 E总是
10、听英语时，我会小声跟着说。
A从不 B很少 C有时 D经常 E总是
（记忆策略使用情况调查）
11、我反复朗读喜欢的英语文章，以便加深印象。
A从不 B很少 C有时 D经常 E总是
12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。
A从不 B很少 C有时 D经常 E总是
13、遇到新单词我就猜它的意思。
A从不 B很少 C有时 D经常 E总是
14、一遇到生词就查字典吗?
A从不 B很少 C有时 D经常 E总是
15、我把遇到的生词记在单词本上。
A从不 B很少 C有时 D经常 E总是
16、我会努力查找生词的意义及用法。
A从不 B很少 C有时 D经常 E总是
（补偿策略使用情况调查）
17、英语聊天时，我会努力猜测TA接下去将说什么。
A从不 B很少 C有时 D经常 E总是
18、英语聊天时，当不懂对方所言时，会请求对方重复或放慢语速。
A从不 B很少 C有时 D经常 E总是
19、英语聊天时， 当与别人交谈时想不起某个词时， 我会使用同义词（组）。
A从不 B很少 C有时 D经常 E总是
20、当不能表达自己时， 我会举例等方式进行解释。
A从不 B很少 C有时 D经常 E总是
（情感策略使用情况调查）
21、害怕别人发现你英语方面的不足吗?
A从不 B很少 C有时 D经常 E总是
22、为了把口语说好，我经常自我鼓励。
A从不 B很少 C有时 D经常 E总是
23、说英语紧张时， 我会想办法消除它。
A从不 B很少 C有时 D经常 E总是
24、一番努力学习后，我的学习兴趣提高了。
A从不 B很少 C有时 D经常 E总是
25、我会与家人、同学、老师等探讨口语学习的感受
A从不 B很少 C有时 D经常 E总是
（社交策略使用情况调查）
26、用英语聊天时，我请对方纠正我的错误。
A从不 B很少 C有时 D经常 E总是
27、英语打开新的世界，结交更多的朋友。
A从不 B很少 C有时 D经常 E总是
28、必要时，交谈借助手势、表情等进行表达。
A从不 B很少 C有时 D经常 E总是
29、交谈时，我把精力放在意思表达上。
A从不 B很少 C有时 D经常 E总是
30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。
A从不 B很少 C有时 D经常 E总是
谢谢您的合作!
诚 信 承 诺
我谨在此承诺：本人所写的毕业论文《基于网络的英语口语学习策略研究》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。
