English Essay 代写:网上课堂环境

Keywords:English Essay 代写

第二个含义是，在网上课堂环境中，台湾ESL学习者的学习风格可以被视为大多数教师的格言的基础上，当决定如何教和领导学生。在台湾英语学习者的学习风格方面，基于本研究和前人的相关研究，他们更倾向于死记硬背的学习，但学生擅长的风格可能会发现在社会更看重发现和质疑将粗糙的（秀和ngeow，1996:292）。在这项研究中，由于教师的参与者没有教台湾学生之前，他们确实有一些问题，了解他们的学习风格的需要。根据Ehrman和牛津（1990）、学习者的学习风格可以帮助或阻碍语言教师的教和学生的学。在这项研究中的S1（学生1）和T1（教师1）之间的沉默沉默是一个典型的例子，说明英语教师没有认识到学习者的学习风格，这使得教学更加困难。在他的采访中，T1认为他需要给他的学生更多的时间来回应。另一方面，在学生的面试中，S1表示他马上知道答案，但不敢用英语说出来。S1还表示，如果老师要求他写下他的回应，而不是口头回答，他很容易回答。在网上课堂上，可以在交互式白板上进行写作。尽管如此，老师并没有要求他的学生写回应而不是说。我注意到老师没有试图鉴别学生的学习风格。非英语教师不考虑台湾学生的学习风格是一个关键问题。
English Essay 代写:网上课堂环境
The second implication is that the learning styles of Taiwanese ESL learners in the online classroom environment can be considered the basis of most teachers' maxims when deciding how to teach and lead their students. In terms of the learning styles of Taiwanese ESL learners, based upon this study and previous related research, they 'tend to value rote learning, but students who excel in the style may find going rough in societies that place a higher value on discovery and questioning' (Soo & Ngeow, 1996:292). In this study, as the teacher participants had not taught Taiwanese students before, they did have some problems understanding their learning style needs. According to Ehrman and Oxford (1990), the learning styles of the learners could help or hinder language teachers to instruct and students to learn. The long silent pause between S1 (student 1) and T1 (teacher 1) in this study is a typical example, illustrating that the English teacher did not recognise the learner's learning style, which made teaching more difficult. In his interview, T1 thought that he needed to give his student more time to respond. On the other side, in the student's interview, S1 stated that he immediately knew the answer, but was afraid to speaking out in English. S1 also said that he could have easily answered if the teacher had asked him to write his response down, rather than to respond orally. In the online classroom, facilities were available for writing on the interactive white board. Nonetheless, the teacher did not request that his student write the response instead of speaking. I observed that the teacher did not attempt to identify the student's learning style. It is a critical problem when the learning styles of Taiwanese students are not considered by ESL teachers.