高三补习班与普通班学生语言态度比较分析-a comparative analysis of language attitude between senior three remedial classes and ordinary classes.docxVIP

mor巳 positive language attitudes and there are significant differences ?n terms of whole language attitudes and conative component ，which illustrates that remedial class students have more positive language attiludes and they own stronger desire and orientation toleamìng and longer perseverance in learning activities. 3. Gender actually exerts inf1uenceson language attitudes and lhre巳 attitudinal components. Thal is 10 say，female students hold more favorable language attitudes towards English than male students do and there are significant attitudinal differenc巳s between female students and male students.According to the results mentioned above，the pr巳sent study offers teachers，parents and students themselves a better understanding of the similarities and differences of remediaJ and average cJass studenls in terms of language attitudes and attitudinal components in order todraw on each others mcrits and raise the level together. At the same timc，thc thesis alsoprov ides suggestions lhat teachers should pay special attention to the three components of students language attitudes and cultivate positive language attitudes，especia lJy adopting effective teaching strategies and methods to foster students impuJse of carrying on practicaJlearning activit ics and perseverance in the J earning activities .KEY WORDS: language altitudes，attitudinaJ components，gender difference，Englishteaching and learning.高三补习班与普通班学生语 言态度比较研究摘要语言态度是社会心理 的反映，是人们对某种语言或方言 的感觉及评价。人们的语言 态度反映了该语言的社会地位 ，以及社群成员在人们心目中的印象.对语言表示出的积 极或消极的 看法可以 反映语 言的难易性、学习的难易 性、重要性、语言品位、他会地位 等.在影响英语教学与学习的诸多 因素中，英语学习者的语言态度具有重要的研究价值.本论文以社会 语言学理论为 基础，通过直接调查活一对高 三 4个班 200 名学生进行--，. ...噜挡.... 巾 ，川占 A 句，忡自 .1 ....... 叶叶 ，、 ... 品·宜...._ .1‘ ，- 忡..._ 俗、，........ A. ，，.，. 户 ，言态度; 同时采取有效的教学策略和方法训练 学生强烈的行动力和持久性。关键词:语言态度，态度因子，性别差异，英语教学CONTENTSABSTRACT .............................................................. .............................?摘 要............... ..................…...... ... ..................