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美国化学工程论文代写:情感过滤器

同时,可理解的输出大大提高了情感过滤器降低了一小群。英语学习者在小组中与其他人交流,有更多的口语练习机会和内容信息的重复。小组中的谈话是关于当任务接近完成时发生的事情,因此输出(和输入)的相关性更大。此外,“反馈与矫正是公正和直接”的小组成员一起交流。(海恩斯,2005)合作学习让学生听,说他们掌握语言技能需要继续他们的学业和社交学习。除了可理解的语言输入在语言习得的认知过程输出的学术因素,也有在课堂外语学习其他重要的影响。第二语言学习者必须成为课堂的社会网络可行的成员,因此,“合作学习”在第二语言教育是成功的,许多问题必须得到解决。”(雅可布,2001)这些问题不仅需要学生的作用的社会,但也会提高他们的学术交流以及。协同教学技能”,如反对礼貌,请求帮助和提供的例子和解释”(雅可布,2001)是所有学生在合作小组中工作所需要的,这种额外的社会交往技能的教学有助于学生获得更高水平的外语听说能力。”这些技能也是至关重要的语言技能,技能,将有助于学生在未来的学术生涯和生活的其他方面,他们与他人合作。

美国化学工程论文代写:情感过滤器

As well, comprehensible output is greatly enhanced as the affective filter is lowered in a small group. “There is more opportunity for oral practice and for repetition of content information” as English learners communicate with others in the group. The talk in a small group is regarding what is taking place in the moment as the task nears completion, and therefore the relevance of output (and input as well) is greater. In addition, “feedback and correction are nonjudgmental and immediate” as the group members communicate together. (Haynes, 2005) Cooperative learning allows for students to both hear and speak as they acquire language skills necessary to continue their learning academically and socially.In addition to the academic factors of comprehensible input and output in the cognitive processes of language acquisition, there are other important implications for the second language learner in the classroom. Second language learners must become viable members of the social network of the classroom, and therefore “for cooperative learning to be successful in second language education, a number of issues must be addressed.” (Jacobs, 2001) These issues are not only necessary for the student to function well socially, but will also enhance their academic interactions as well. The “teaching of collaborative skills, such as disagreeing politely, asking for help and giving examples and explanations” (Jacobs, 2001) is needed for all students working in cooperative groups, and this additional teaching of social interaction skills helps the second language student obtain higher levels of speaking and listening ability. “These skills are also vital language skills, skills that will serve students well in their future academic careers and in other aspects of their lives where they collaborate with others.

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