代写论文-台湾英语学习环境的讨论。对于台湾学生如何在英语学习环境中利用这样的机会来提高他们的口语能力，还没有直接的研究。把学生送到说英语的国家去提高他们的英语口语技能是一个既定的趋势。许多大学建立了夏令营等，学生可以计划去海外旅行，以提高他们的学习经验(Yu, 2008)。大家注意到，从1996年起，台湾教育部为学生提供了必要的财政支持，以便在寒暑假期间在英语国家组织为期两至六周的短期学习计划。这些课程有助于提高学生的学习经验，提高他们的意识，提高他们的语言表达能力(Lin, 2002)。在学生看来，生活在说英语的国家比在台湾学习作为外语的英语更有效。研究表明，学生也有机会，因为他们所接触的社会环境。不像他们的学习环境，台湾学生接触的语言只与学术有关。如果学生被送到以英语为母语的国家，他们就能获得完全浸入式的学习体验。接下来论文范文代写论文-台湾英语学习环境的讨论分享给留学生阅读。
An immersive experience for students is generally thought as being an efficient way for the student to learn a foreign language (Pearson, 2003). Immersion in the target language, the community of the target language and more is held as a good experience for the person learning it. “It’s widely thought around the world that studying abroad, an experience combining immersion in the target language native speech community with formal l classroom learning, potentially provides an effective and efficient means for second/foreign language learners to gain proficiency in the target language” (Duenas-Tancred and Weber-Newth, 1995, p.56). Thus, given this context an understanding of how the Taiwanese students can make use of such opportunities for improving their speaking skills in the English study environment has not been researched directly. The trend to send students to English speaking countries in order to enhance their English speaking skills is an established trend. Many universities have established summer camps and more, where students would be able to plan for travelling to overseas in order to enhance their study experience (Yu, 2008). It was noticed that as of 1996, MOE in Taiwan provided the students with the necessary financial support in order to go on organized short-term study programmes for two to six weeks in English speaking countries during winter and summer breaks. These programmes serve to enhance the study learning experience, improve their awareness and also to improve their language speaking skills (Lin, 2002).
These programmes called as study tours exist in the past decade as well, and as research studies show that this form of investment has increased in numbers from 200,000 (Lin, 2002) to around 300,000 by 2006 (Duanmu, 2007). This wide belief is rooted in such opportunities created for the student wherein they could not only experience different cultures and meet international friends, but also learn English in a relaxed and enjoyable manner. Living in an English speaking country in the students’ perception provides a more effective way of learning English than the way they learn English as a foreign language in Taiwan (Chang, 2005; Yang et al., 2008; Yu, 2008). Studies indicate that students also have opportunities because of the social environment that they are exposed to. Unlike in the case of their study environment, where the Taiwanese student is exposed to the language only associated with academics. In the case of the student being sent to a foreign country where the native language is English, they hence get a fully immersive study experience.