高中英語學習后進生的情感教學研究及啟示的開題報告

高中英語學習后進生的情感教學研究及啟示的開題報告Title:AStudyonEmotionalTeachingofLatecomersinHighSchoolEnglishLearningandItsEnlightenmentAbstract:HighschoolEnglishlearningisessentialforstudents'academicdevelopment,asithelpsthemdeveloplanguageproficiency,criticalthinking,andcross-culturalawareness.However,somestudentsstrugglewithEnglishlearningduetovariousfactorssuchaspoorreadingcomprehension,vocabularydeficit,andlackofmotivation.Thesestudentsareoftenreferredtoaslatecomers,andtheyrequirespecializedteachingstrategiestohelpthemimprovetheirEnglishproficiencyandacademicachievements.ThisresearchaimstoinvestigatetheemotionalteachingoflatecomersinhighschoolEnglishlearninganditsenlightenment.Theresearchwillbeconductedthroughaqualitativeresearchmethod,includinginterviews,observations,andsurveys.TheparticipantswillbetenlatecomersinhighschoolEnglishlearning,andtheirteacherswillalsobeinterviewedtogainfurtherinsightsintotheirteachingstrategies.Theresearchwillfocusonthreeaspects:thecurrentemotionalstatusoflatecomersinEnglishlearning,effectiveemotionalteachingstrategies,andtheimpactofemotionalteachingonlatecomers'Englishproficiencyandacademicachievements.Thestudyisexpectedtocontributetothedevelopmentofemotionalteachingtheoriesandpracticesforlatecomers,aswellasprovidinginspirationsforEnglishteacherstoassiststudentstoovercomelearningdifficulties.Keywords:HighschoolEnglishlearning,Latecomers,Emotionalteaching,Teachingstrategies,Academicachievements.Introduction:Englishisconsideredacrucialsubjectforhighschoolstudents.Itnotonlyallowsthemtocommunicatewithpeoplefromdifferentcountriesbutalsoprovidesaplatformforacademic,cultural,andeconomicexchange.However,somestudentsfailtodeveloplanguageproficiency,leadingtopooracademicperformancesandlowacademicachievements.Thesestudentsarereferredtoaslatecomers,andtheyoftenstrugglewithEnglishlearningduetovariousfactorssuchastheirinadequatebackgroundknowledge,poorreadingcomprehension,andlackofmotivation.Theemotionalaspectoflearningplaysavitalroleinstudents'academicsuccess.Studentswhoareemotionallywelladjustedandmotivatedaremorelikelytoachievebetteracademicresults.Emotionalteachinghasbeenrecognizedasaneffectiveteachingapproachinimprovingstudents'emotionalintelligence,well-being,andacademicachievements.However,limitedresearchhasbeenconductedontheemotionalteachingoflatecomersinhighschoolEnglishlearning.ThisresearchaimstoinvestigatetheemotionalteachingoflatecomersinhighschoolEnglishlearninganditsimpactontheiracademicachievements.ThisstudywillprovideinsightsintothecurrentemotionalstatusofthelatecomersinEnglishlearning,effectiveemotionalteachingstrategies,andtheimpactofemotionalteachingonthelatecomers'Englishproficiencyandacademicachievements.ThefindingsofthisstudywillnotonlycontributetothedevelopmentofemotionalteachingtheoriesandpracticesbutalsoprovideinspiringguidanceforEnglishteacherstoassiststudentswithlearningdifficulties.ResearchQuestions:1.WhatistheemotionalstatusoflatecomersinhighschoolEnglishlearning?2.WhateffectiveemotionalteachingstrategiescanbeappliedtoimprovetheEnglishproficiencyoflatecomers?3.WhatistheimpactofemotionalteachingontheEnglishproficiencyandacademicachievementsoflatecomers?ResearchMethodology:Thisresearchwilladoptaqualitativeresearchmethodtocollectdatathroughinterviews,observations,andsurveys.TheparticipantswillbetenlatecomersinhighschoolEnglishlearning,andtheirteacherswillalsobeinterviewedtogainfurtherinsightsintotheirteachingstrategies.Datacollectionwillbeconductedintwostages.Inthefirststage,semi-structuredinterviewswillbecarriedoutwiththelatecomerstounderstandtheiremotionalstatusinEnglishlearningandtheirperceptionoftheeffectivenessofemotionalteaching.Inthesecondstage,observationsofclassroomactivitieswillbeconductedtoobservetheteachers'deliveryofemotionalteachingandassessitsimpactonthelatecomers'Englishlearningprogress.Dataanalysiswillbeconductedthroughopencoding,axialcoding,andselectivecoding.TheanalysiswillfocusontheemotionalstatusoflatecomersinEnglishlearning,theeffectivenessofemotionalteachingstrategies,andtheimpactofemotionalteachingonlatecomers'Englishproficiencyandacademicachievements.ExpectedOutcomes:ThisresearchisexpectedtohighlighttheemotionalstatusoflatecomersinhighschoolEnglishlearningandthechallengestheyface.Theresearchwillidentifyeffectiveemotionalteachingstrategiesandprovid