1、東南大學碩士學位論文個體差異與英語整合式教學研究姓名：吳婷申請學位級別：碩士專業(yè)：外國語言學及應用語言學指導教師：鄭玉琪20030301AbstractThisthesisistoexplorethepossiblesolutiontotoday’slanguageteachingdilemma：cateringtoeachstudent’sneedsandfulfillingthelearningobjectivesundercurr

2、entteachingconditionsIndividualdifferencesaremuchemphasizedandneedfurtherexplorationbutthelearnersinmostof血ecollegeoruniversitiescanhardlybeprovidedwithhisorherownlearningplansandactivitiestailedtohisorherspecialtiesunde

3、rcurrentteachingconditionsinChinaTherefore，tobetterthesituationabrandnewteachingapproachallintegrativeapproachisinttoducedwhichcombineslanguageskillstrainingwithtextleaningandpaysmoreaRentiontothelearner’sdifierencesinta

4、skandactivitydesigningOursubjectsarelimitedtopoorlearnersinsometechnicalschoolsbecausegenerallytheyhavelargerdifferencesintheirlearningstyles，personalitiesandsoonFourquestionsarelistedhere：11aretheyreallylessintelligentt

5、hanothers21whyandinwhataspectsdotheyfallbehindofother“intelligent”languagelearners3)dotheyhaveachancetosucceedinlearningthesecondlanguageinspiteofsomedeficiencyinintelligenceoraptitude4)eachindividualhashisorherdifierent

6、charactersandpersonalitiesGoodlearnersmighthavesimilarlearningstrategies，butpoorlearnershavedifferentproblemsinacquiringthesecondlanguageShouldwerecognizetheirdifferencesandtrytomake削luseoftheminteachinginsteadofsuppress

7、ingtheirvitalitiesandstiflingthemintoonetypewithasinglestandardInansweringthesequestions，wesetouttoconductⅡlefollowingtestsandcollectt11erelevantstatistics：t11escoresofEnglishandChineseintheNationalCollegeEntranceExamina

8、tionLanguageAptitudeTestandLanguageIntelligenceTest，thelearner’sstyletest，andsoonafteranoverviewoftheexistingtheoriesconcerningeach1earner’sindividuaidilyerencesincludingcognitiveandaffectivefactorsByanalyzingtheresultso

9、ftlleinvestigationweexpecttosicottheuniquestyleof也elearners’characteristicsasawholeandtrytoconstructamodeloftheidealstylewhichcanbestsuitethelearners’needsincurrentChineseclassroomsInthiswaywehopetofindthemoste珩cientande

10、ffectivemeanstohelpourlearnerssucceedintheirlanguage1earningunderthecurrentteachingcircumstancesinChineseclassroomsToapplythismodelintherealclassroomtheintegrativeapproachisjntroducedwhichiscomposedoftwotypesofinstructio

11、ns：thecontent—basedinstructionandthetaskbasedinstructionThesetwotypesofinstructionareexpectedtobemoreeriectiveattractiveandJessenergy—consuminginsecondlanguagelearningifproperlyimplementedbecausetheyarespeciallydesigneda

12、ndtailoredtoeachlearner’sneedsandcharacteristicsTwoexperimentsarecarriedoutrespectivelytoprovetheeffectivenessandefficacyoftheintegrativeapproachinbestcateringtoeachlearner’sneedsbyincreasingtheiroveralJscoresinproficien