Study on the Teaching Strategies for Undergraduates of English Majors Based on Learning Style
- DOI
- 10.2991/iccessh-17.2017.42How to use a DOI?
- Keywords
- PEPS questionnaire; English-majored normal students; learning styles
- Abstract
The minds and physiology of college students has been mature and they have possessed stronger independence and have basically formed their stable and effective learning skills and possessed the suitable learning strategies to acquire what teachers have taught. It is shown in the research that the teaching strategies aiming at the styles of students are very important. When the learning strategies of students can conform to their learning styles, their motivation will be greatly increased and they will possess greater responsibilities in learning and will achieve better results. The satisfaction, anxiety and emotion of students have lots to do with the teaching methods of teachers. in the past, there are many researches conducting the investigations in the term of questionnaires to the learning styles of college students in different majors and different regions. It is found that there are much difference among the learning styles and habits of students in different majors. However, it has not been investigated on how much different in the learning styles of English-majored normal students in their junior and senior periods which is very meaningful for what kinds of teaching strategies should teachers adopt.
- Copyright
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Juju Wang PY - 2017/06 DA - 2017/06 TI - Study on the Teaching Strategies for Undergraduates of English Majors Based on Learning Style BT - Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017) PB - Atlantis Press SP - 175 EP - 179 SN - 2352-5398 UR - https://doi.org/10.2991/iccessh-17.2017.42 DO - 10.2991/iccessh-17.2017.42 ID - Wang2017/06 ER -