Based on theories and empirical study of autonomous learning, this paper analyzed the correlations between English learners' autonomous learning strategies and learning efficiency. The research showed that meta-co...Based on theories and empirical study of autonomous learning, this paper analyzed the correlations between English learners' autonomous learning strategies and learning efficiency. The research showed that meta-cognitive strategies, cognitive strategies, affective strategies, communicative strategies were closely related to the English learning efficiency and aptitude. It also revealed that the traditional English teaching mode strongly influenced the English learners' learning strategies and that meta-cognitive strategies were more frequently used than cognitive strategies while affective and communicative strategies were employed inadequately. Therefore, the development of the English learners' awareness of learning strategies, especially the awareness of meta-cognitive strategies, could help them learn English more effectively.展开更多
There is a consensus in the literature that mathematical ability contributes to student success in tertiary education. More importantly, mathematical skills are necessary when successfully completing mathematics- and/...There is a consensus in the literature that mathematical ability contributes to student success in tertiary education. More importantly, mathematical skills are necessary when successfully completing mathematics- and/or science-based degrees. Social sciences such as psychology and economics require statistical skills which also require knowledge of mathematics. Even business students, such as marketing and accounting students need the necessary mathematical skills to successfully complete their degrees at university. This paper suggests that student success in a core business subject is dependent on their mathematical aptitude, attitude, and type of secondary schooling whether government or non-government schools. There is urgency for universities to recognize that high failure rates are due to insufficient mathematics exposure in secondary schooling and remedial classes might not be enough. Specifying a minimum （maths, e.g., two units） requirement for entry and/or providing bridging programs to ensure students have the necessary basic mathematical skills would increase student success in quantitative units.展开更多
Recently, a great tide of English teaching reform swept across China, advocating the innovation of educational concept and teaching mode. However, the phenomenon of rigid uniformity in teaching process is still common...Recently, a great tide of English teaching reform swept across China, advocating the innovation of educational concept and teaching mode. However, the phenomenon of rigid uniformity in teaching process is still commonly seen, neglecting the individual discrepancy of students. The individual discrepancy is manifested by both the congenital heredity and the acquired disposition. Supported by the Chinese traditional theory of teaching students in accordance with their aptitude and Vygotsky's "the zone of proximal development" theory, this paper illustrates the importance of paying attention to the individual discrepancy from the perspective of students' growing background and personality. In addition, standing on the point of view of relevant authority and English teacher, the author tries to put forward some countermeasures.展开更多
This study investigates the role of individual difference factors in second language acquisition among people.These factors include language aptitude and motivation,which are important to expound why some second langu...This study investigates the role of individual difference factors in second language acquisition among people.These factors include language aptitude and motivation,which are important to expound why some second language learners learn faster and better,if not more successfully than others.This research is reviewed and related to existing aptitude tests,as well as to different types of motivation that are the focus of more recent research in second language learning.展开更多
Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback base...Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.展开更多
This study reports the development, piloting and initial validation of a test measuring language analytic ability - one foreign language aptitude component for Chinese learners of foreign languages （FL）. A test with...This study reports the development, piloting and initial validation of a test measuring language analytic ability - one foreign language aptitude component for Chinese learners of foreign languages （FL）. A test with 50 items was constructed and administered to 53 third-year English majors. Rasch analyses showed that the subtest of inductive language learning ability was too easy. After removing misfitting items, the reduced grammatical sensitivity subtest showed satisfactory psychometric properties. The Rasch measures of the students＇ grammatical sensitivity were also found to be correlated significantly with their TEM-4 scores and their English reading grades, thus providing further evidence for the validity of the this subtest.展开更多
基金This paper is the research report of the project"Autonomous Learning Strategies and Efficiency & Aptitude of English Learners"(one of the second group of college English teaching refor mextending projects sponsored by educational depart mentof China ,2005)
文摘Based on theories and empirical study of autonomous learning, this paper analyzed the correlations between English learners' autonomous learning strategies and learning efficiency. The research showed that meta-cognitive strategies, cognitive strategies, affective strategies, communicative strategies were closely related to the English learning efficiency and aptitude. It also revealed that the traditional English teaching mode strongly influenced the English learners' learning strategies and that meta-cognitive strategies were more frequently used than cognitive strategies while affective and communicative strategies were employed inadequately. Therefore, the development of the English learners' awareness of learning strategies, especially the awareness of meta-cognitive strategies, could help them learn English more effectively.
文摘There is a consensus in the literature that mathematical ability contributes to student success in tertiary education. More importantly, mathematical skills are necessary when successfully completing mathematics- and/or science-based degrees. Social sciences such as psychology and economics require statistical skills which also require knowledge of mathematics. Even business students, such as marketing and accounting students need the necessary mathematical skills to successfully complete their degrees at university. This paper suggests that student success in a core business subject is dependent on their mathematical aptitude, attitude, and type of secondary schooling whether government or non-government schools. There is urgency for universities to recognize that high failure rates are due to insufficient mathematics exposure in secondary schooling and remedial classes might not be enough. Specifying a minimum （maths, e.g., two units） requirement for entry and/or providing bridging programs to ensure students have the necessary basic mathematical skills would increase student success in quantitative units.
文摘Recently, a great tide of English teaching reform swept across China, advocating the innovation of educational concept and teaching mode. However, the phenomenon of rigid uniformity in teaching process is still commonly seen, neglecting the individual discrepancy of students. The individual discrepancy is manifested by both the congenital heredity and the acquired disposition. Supported by the Chinese traditional theory of teaching students in accordance with their aptitude and Vygotsky's "the zone of proximal development" theory, this paper illustrates the importance of paying attention to the individual discrepancy from the perspective of students' growing background and personality. In addition, standing on the point of view of relevant authority and English teacher, the author tries to put forward some countermeasures.
文摘This study investigates the role of individual difference factors in second language acquisition among people.These factors include language aptitude and motivation,which are important to expound why some second language learners learn faster and better,if not more successfully than others.This research is reviewed and related to existing aptitude tests,as well as to different types of motivation that are the focus of more recent research in second language learning.
文摘Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.
基金supported by the Fundamental Research Funds for the Central Universities(105563GK)
文摘This study reports the development, piloting and initial validation of a test measuring language analytic ability - one foreign language aptitude component for Chinese learners of foreign languages （FL）. A test with 50 items was constructed and administered to 53 third-year English majors. Rasch analyses showed that the subtest of inductive language learning ability was too easy. After removing misfitting items, the reduced grammatical sensitivity subtest showed satisfactory psychometric properties. The Rasch measures of the students＇ grammatical sensitivity were also found to be correlated significantly with their TEM-4 scores and their English reading grades, thus providing further evidence for the validity of the this subtest.
