学生在独立课程F阶段学习英语的准备情况

Titin Kustini
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引用次数: 0

摘要

独立课程给予教师选择材料的自由,但侧重于加强在各种类型的文本中使用英语的六种语言技能,即听、说、读、看、写和综合表达的能力。这六项英语技能的最低学习成果参考了欧洲共同语言参考框架:学习,教学,评估(CEFR),相当于B1级。表达同情和感激的材料是第11学期第3课的材料之一。尽管表达同情和感谢是日常生活中常见的事情,但对于学生来说,用英语表达是相当困难的。本案例研究发生在11课软件工程2的英语学习中。30名参与者参与了这项研究。在老师的指导下,只有3名学生能够造出表达同情的句子,其余的学生都经历了相当高的难度,需要大量的指导才能完成任务。学习英语的主要障碍是词汇量的缺乏、语法知识的缺乏和学习英语的动机不高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mapping The Readiness Of Students In Learning English Phase F Of The Independent Curriculum
The Independent Curriculum gives teachers the freedom to choose material but focuses on strengthening the ability to use English in six language skills, namely listening, speaking, reading, viewing, writing, and presenting in an integrated manner, in various types of texts. The minimum learning outcomes for these six English skills refer to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and equivalent to level B1. The material for giving sympathy and appreciation is one of the materials given in class 11 semester 3. Even though the context of giving sympathy and appreciation is a common thing that happens in everyday contexts, for students to express it in English is quite a high difficulty. This case study occurred in learning English in class 11 Software Engineering 2. 30 participants involved in this study. Only 3 students were able to make sentences expressing sympathy after being given instructions by the teacher, the rest experienced quite high difficulties and needed intensive guidance to be able to complete the task. The main obstacles are lack of vocabulary, lack of grammatical knowledge and low motivation in learning English.
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