代寫論文：雅思口語和聽力成績
進入以英語爲基礎的高等教育課程的學生經常會面臨這樣的挑戰:他們的實際語言技能如何與他們對技能的自我認知相比較。考試通常用來幫助學生完成高等教育。一些可用的語言測試培訓集中在學生進入大學所需的基本分數上。它們真的能有效地預測學生的熟練程度嗎?一個好的考試成績是否能確保學生爲在國外學習所要求的語言做好準備?在現有的研究中，這些問題的答案並不一致。
代寫論文：雅思口語和聽力成績
本研究的目的是批判性地分析雅思口語和聽力成績可以作爲了解臺灣學生在英語爲母語的高等教育環境中互動能力的預測因子的概念。
本研究的目的是:
瞭解學生在參加雅思考試時頭腦中存在的各種觀點
瞭解學生可能追求的長期和短期目標。
瞭解補習班或課前培訓對學生的幫助，以及這種培訓形式如何改變學生對語言的社會觀點。
瞭解如何在語言學習環境中做出改變，使學生在雅思考試中得到最好的發揮。
1.2。研究問題
1. 雅思口語和聽力的高分是否意味着一個學生已經爲在英語口語環境中接受高等教育做好了充分的準備?
2. 什麼因素影響臺灣學生英語聽說能力的發展?
3.在臺灣學生學習英語的高等教育環境中，有哪些課程可以提高他們的英語聽說能力呢
代寫論文：雅思口語和聽力成績
Students entering an English language based curriculum for higher studies are often challenged by how their actual language skills compare to their self-perception of skills. Tests are usually drawn upon to help students get through higher education. Some of the training available for language testing are focused on the basic scores needed for the students to make it into universities. Are they really effective in serving as a predictor for student proficiency? Does a good test score ensure that the student is ready for the language demands made by academic study in a foreign country? These are some questions that do not have consistent answers in existing research.
代寫論文：雅思口語和聽力成績
The aim of this research is to critically analyse the notion that IELTS Speaking and Listening Scores can serve as predictors for understanding Taiwanese Student’s Ability to Interact in an English Speaking Higher Education Environment.
The objectives of this research are:
To understand the range of perspectives that exist in the students’ mind when they take up the IELTS
To understand the long and short term goals that student might pursue.
To understand how cram schools or pre-sessional training will be helpful for the students and how this form of training could alter their social perspective on language.
To understand how to make changes in the language learning context, so as to enable the students to get the best out of their IELTS training.
1.2. Research questions
1. Do high IELTS speaking and listening scores signify that a student is adequately prepared for the demands of higher education study in an English speaking environment?
2. What factors impact on the development of the speaking and listening skills of Taiwanese students studying in an English speaking higher education environment?
3. What courses are available for improving English speaking and listening skills in the context of a Taiwanese student studying in an English speaking higher education environment