浅析英语专业大学生英语学习所存在的问题及对策

本文围绕提高英语专业大学生的英语技能展开探讨,通过分析学生英语学习现状,找出学生在英语学习中存在的问题,从而提出一些相应的学习对策.     

浅谈非英语专业大学生英语学习

本文通过对非英语专业大学生学习英语的观察和分析,发现大部分学生对于英语学习的看法,态度以及策略存在一定偏差,针对目前大学生英语学习的现状,找出了一系列的问题,并提出一些相应的学习策略.     

大学英语第二课堂现状及其发展对策研究

本文通过对武汉地区10所高校学生课外英语学习情况以及大学英语第二课堂管理和组织形式进行调查,对大学英语第二课堂现状有了较为全面的认识。当前的大学英语第二课堂存在着学生课外英语学习缺乏指导、教师的指导作用没有得到充分利用、第二课堂活动缺乏系统性和科学性、分工不明确以至于出现管理真空等问题,这些问题严重地阻碍了大学英语教学的发展和效率。最后本文提出了解决当前问题的方法和对策。     

提高英语学习效果的几点建议

在学习英语的过程中,有相当一部分大学生,虽然投入了大量的时间和精力,可收效却不大,不能和外国人流利地用英语进行交流,或听不懂,或表达不出自己的想法.通过教学实践和相关调查中发现的问题,对提高英语的学习效果提出以下几点建议:     

浅析英语专业大学生英语学习所存在的问题及对策

本文围绕提高英语专业大学生的英语技能展开探讨,通过分析学生英语学习现状,找出学生在英语学习中存在的问题,从而提出一些相应的学习对策。     

浅谈非英语专业大学生英语学习

本文通过对非英语专业大学生学习英语的观察和分析,发现大部分学生对于英语学习的看法,态度以及策略存在一定偏差,针对目前大学生英语学习的现状,找出了一系列的问题,并提出一些相应的学习策略。     

从外语学习者需求视角看大学英语的课程建设

本文以需求分析理论为依据,通过问卷调查的方式对毕业生的英语学习需求和用人单位英语需求状况进行了调查,旨在了解毕业生的英语综合能力及对课程设置、社会需求、自我英语水平的认识,用人单位对毕业生的需求和评价.研究得出以下结论：学生的语言综合能力特别是听说能力最薄弱,亟待加强;当前大学英语教学未能充分体现和切实满足学生的学习需求,需加强学生英语实践应用能力;在英语教学中应切实加强学生的跨文化综合素质.以期本文提供的数据及分析能为大学英语的课程建设提供一些借鉴.     

从“木桶原理”看大学英语教学的问题与对策

经济学的"木桶原理"理论同样适用于大学英语教学。通过问卷调查、课堂观察及课后访谈的形式对大学生英语学习现状进行的调查与分析显示,代表大学生英语学习水平的这个"木桶"的最短板是口语和写作。针对大学英语教学中存在的缺乏外部语言环境、课程设置不合理、课时量少等问题,建议通过合理安排课程、改进教学方法以及利用网络课堂等相关措施提高大学英语教学水平,促进学生英语水平的全面提高。     

浅谈牧区初中生英语学习掉队问题

针对当前四川甘孜州牧区初中生英语学习质量不高,并且很多学生不愿意学习英语而放弃这一现状进行分析.     

大学"英语自主学习中心"现状调查与研究——以浙江绍兴文理学院为例

本文通过对部分学生进行的问卷调查和统计分析了解绍兴文理学院的大学英语自主学习中心的现状,分析该项教学改革的实施情况和存在的问题,并提出有效建议,使该项教学改革能更好地进行.     

培养大学生英语自主学习能力的外部环境因素分析

本文从自主学习的概念入手,分析了当今大学生自主学习的现状及原因,并阐释说明了提倡大学生自主学习英语的重要性和必要性,最后归纳出一些对培养大学生自主学习英语能力有效可行的外部环境因素。     

大学英语课堂的师生互动对学生自主学习能力的作用分析

在大学英语教学改革背景下,师生角色需要重新塑造。本文通过分析提高学生自主学习能力的几个必备因素:了解学生个体因素,课堂上的师生互动,以及教师的课堂组织能力,从师生互动对学生自主学习能力的影响的角度进行了分析和研究,以期对英语的教与学达到最佳的融合点做出一点探索与发现。     

Learning through writing in a first-year accounting course

More than any other activity at a university, the writing experiences of students are directly linked to their academic progress. This paper reports on the practical steps taken in restructuring the curriculum of a first-year accounting course at the University of Sydney to develop students’ writing skills within a broader skills-based program to enhance learning. Three dimensions of students’ writing skills are addressed: writing skills as prerequisites for learning, writing skills as a means of learning, and writing skills as an outcome of learning.The paper explains how the educational theory about learning to write and writing to learn contributed to a pedagogical framework for teaching practice and gives several examples as illustration of the pedagogy. Interactive reading guides, annotated model answers, analysis grids, and formative self and peer assessment are among techniques adopted to encourage students to reflect actively on their own learning through writing. The curriculum redesign project reported here was first introduced in 1994, and substantially modified in 1995 in response to feedback. In general, the quality of submitted assignments, examination performance, and feedback from both staff and students suggests that the innovations reported in the paper have helped students to improve their writing skills and enabled them to become more engaged with the learning of the content of the course. Quantitative feedback between 1994–1997 confirms these conclusions.     

Assessing the use of computer-based assessment-feedback in teaching digital accountants

Both assessment and feedback have a vital impact on students’ learning. Using computer-based assessment (CBA) with constructive and prompt computer-based feedback (CBF) reduces the attainment gap of the new generation of digital students. Action research methodology was employed to explore students’ view of utilising CBA and/or CBF in teaching and learning practice. A survey was administered to 537 undergraduate students in the Management School of a British university to collect data about their perceptions of using CBA and CBF to assess their progress. Findings from students’ survey show that students are generally appreciated the use of and benefits of CBA and/or CBF in teaching accounting modules. Findings also reveal that many participants valued working online compared to paper-and-pencil assessment and they also appreciated the timely and constructive feedback-feedforward they received. Information technology (IT), therefore, can provide an innovative type of assessment and feedback that students’ desire in an effective manner.     

Declaraciones institucionales y percepciones individuales sobre la sustentabilidad en escuelas de negocios mexicanas

The objective of this paper is to analyze how business schools of Mexican universities deal with the concept of sustainability as part of their educational task. In order to achieve a comprehensive vision, this study considers the environmental, the social, and the economic components of sustainability. After discussing the conceptual dimensions of education for sustainability, the empirical part of the paper consists of two sections: a content analysis of how official university documents handle the concept of sustainability and a survey of professors’ and students’ perceptions of sustainability. The analysis shows that both professors and students in the Management and Accounting disciplines need to extend their understanding about the economic and environmental aspects of sustainability. The results of this study provide information that can guide the efforts made by institutions of higher learning for training their professors and offering a comprehensive education for their students in all three components of sustainability.     

Accounting students access to social media related resources and the risk of tacit social exclusion

ABSTRACT

The use of social media platforms to facilitate teaching and learning requires resources (hardware and Internet access) to enable active student participation. Limited access to these resources may impair students’ learning and, should the students consequently fail to graduate, tacitly contribute to their social exclusion. The results of a survey amongst students at a South African university, identified statistically significant differences relating to hardware and Internet access between more affluent students, and lower income students. Using social media may, therefore, be countering the objective of widening the admissions to universities in South Africa as an attempt to address past exclusionary practices. This study raises awareness with instructors and administrators globally, about the risk of tacit social exclusion, as a result of the tools selected to facilitate learning.     

Determinants of performance in advanced undergraduate management accounting: An empirical investigation

This exploratory study empirically investigates the performance of students in advanced management accounting. Findings are that English language as the first or subsequent language has no differential impact on introductory level performance. However, at advanced levels and in other subjects requiring the application of concepts to unfamiliar situations, students whose first language was English outperformed others. Similarly, students who had studied prerequisite subjects at the same university outperformed their exempted colleagues (both overseas and local) in advanced management accounting. These findings indicate that the difference due to language differences may not actually be due to language, but rather that language may simply be proxying for something else such as a different learning style.     

基于互联网的大学英语自主学习教学模式研究

基于互联网的大学英语自主学习模式必然引起教师教学模式的改革。本文依据教与学的辩证统一原理,针对自主学习模式,提出了建立与之相适应并为之服务的自主教学模式:互联网协作学习教学模式,互联网互动教学模式及探究式学习教学模式。这些模式强调个性化教学与自主性学习,有利于发展和培养学生的英语综合应用能力和自主学习能力。     

An integrated academic literacy approach to improving students’ understanding of plagiarism in an accounting course

Plagiarism in higher education is a widespread and complex issue. Students' understanding of plagiarism differs as a result of combining their prior learning about referencing with their current experience of institutional policies and generic resources. Plagiarism was identified as a major learning issue in a core second-year undergraduate accounting course at an Australian university. The purpose of this field study was to implement and evaluate an educative, integrated, discipline-specific intervention designed to address this learning issue. In the study, the theoretical and practical components of understanding plagiarism are identified as conceptualisation and application. Evaluation of students’ questionnaire responses pre and post the implementation of the intervention showed an improvement in their understanding of plagiarism, both conceptually and in the application of their knowledge. Furthermore, students’ reflections evidenced that they perceived positive changes in their understanding of plagiarism post intervention.