英语硕士教育学课程作业:Learning behavior

英语硕士教育学课程作业:Learning behavior

来源:www.51fabiao.org作者:cinq发布时间:2013-08-07 09:45
在70年代中期,许多研究人员意识到,教学研究的目的是为了促进学习,相互学习,研究,可以促进教学,因此,学习的行为引起了人们越来越多的关注。

    在60年代,研究人员开始意识到学习过程中的语言教学和学习的重要性。教师和学生的演讲被许多研究人员研究。在70年代中期,许多研究人员意识到,教学研究的目的是为了促进学习,相互学习,研究,可以促进教学,因此,学习的行为引起了人们越来越多的关注。


    学习行为指的是他们在课堂上的表现,比如说,请求帮助,控制论,等等。学习表现的范围很广,它是由许多因素的影响。为了找出导致其性能的原因,许多研究人员选择学习沉默的角度和学习意愿说话。此外,还有一些其他的研究视角主要差异,性别,战略选择,等。在上述研究的基础上,考虑的因素是对那些教师主导,学习氛围,社会语境喜欢的话题,如信心或焦虑的个人感情,和沟通能力。事实上,这些因素是学习者的态度。
学习行为对他们如何看待英国人的本质,英语的使用者的语言技能,语言学习,教学,适当的学习行为,自我,和目标。此外,影响自主学习,学习策略,学习焦虑,等级,并与老师合作。学习者的态度影响其学习行为的很多。
 
Learning behavior

In the 1960s, researchers begun to realize the importance of learning process in language teaching and learning. The behaviours and speech of the students and teachers were considered by lot is of researchers. In the mid-1970s, many researchers realized that the aim of teaching researches was to promote the learning, and mutually, researches on learning can promote the teaching, too. Therefore, the learning behaviour is arousing more and more attention. 
 
Learning behaviours refer to all their performance in the class, such as speaking, asking for help, controlling the discussion, and so on. Learning performance covers a wide range and it is influenced by many factors. In order to find out the reasons leading to their performance, lot of researchers choose the perspective of learning silence(Ellis, 1994; Tsui, 1996; Petress, 2001; Jackson, 2002; Qiao, 2009; et. a1.) and learning willingness to talk (McCroskey J. C. and Richmond, VP., 1991;MacIntyre &Charos, 1996; MacIntyre, et. a1. 1998; Xin, 2006). Besides, there are also some other researches focusing on the perspective of the major difference, gender, strategy choosing, etc. Among the above researches, factors taken into consideration are those about teachers’ domination, learning atmosphere, social context like the topics, personal feelings like confidence or anxiety, and communication competency. In fact, those factors have something to do with learners’ attitude. 
 
Learning behaviors are on how they think about the nature of English, the speakers of English, the four language skills, the teaching, language learning, appropriate learning behaviour, self, and the goals (Richard and Lockhart, 1996). Furthermore,  leamers’attitude affect their autonomous learning (Victori and Lockhart, 1995), learning strategy (Horwitz, 1988), learning anxiety (Banhura and Diekinson, cited in Gao, 2007), grades (Gao, 2007), and cooperation with the teacher(Gardner and Miller, 1999). Learners’ attitude influence their learning behaviours a lot.
 
But now there are a lot of latest researches on this issue. For example, Bernd Becker (2013) in “Learning Analytics: Insights Into the Natural Learning Behavior of Their Students”. This study aims to research the migration from traditional learnings to online learning environments is in full effect. In the midst of these changes, a new approach to learning analytics needs to be considered. The author believes there are three interactive components to be studied when collecting data for learning analytics: timing, location, and population. 
 
Manfred Hofer, Stefan Fries, Andreas Helmke, Britta Kilian, Claudia Kuhnle, Ilija Zivkovic, Richard Goellner, Tuyet Helmke (2010) in “Value orientations and motivational interference in school-leisure conflict: The case of Vietnam”. This article is from a cross-cultural perspective, the mean values of the variables show that Vietnamese pupils differ with regard to their values and motivational interference from pupils in other countries. 
Another example is Jerissa de Bilde, Maarten Vansteenkiste, Willy Lens (2011) in “Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory”. This article discusses the present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTPhttp://www.51fabiao.org/yysslw/ ) and learning outcomes through the lens of self-determination theory. In contrast to FTP, a present fatalistic and present hedonic time-orientation yielded more negative motivational and learning correlates. The link between FTP and self-determination theory is discussed.