摘要
非本族语学习者在母语能力,学习动机,认知方式,社会文化坏境等方面的差异直接或间接地影响着第二语言习得的效果。根据高职学生的显著个体差异和职业教育的特点,实施大学英语分级教学,不断调整教学策略,从而促进第二语言习得实践。
Vast ESL learner differences have been identified in first language aptitude, motivation, cognitive mode, cultural back-ground and so on. Consequently, ESL teachers should further raise their consciousness about such differences and take the method of Level-based English Teaching in light of the College students’characteristics and specific needs of the learners to attain the op-timum result of ESL teaching.
出处
《海外英语》
2014年第18期38-39,共2页
Overseas English
关键词
个体差异
大学英语
分级教学
二语习得
individual differences
college english
level-based teaching
SLA
