Native Speaker and L2 User in Language Teaching

The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this paper argues that the obligation of the lan guage teacher is to help students to use L2 effectively not to simply imitate native speaker.A successful L2 user who comes from the group of L2 learners can be a model for students.Therefore,non-native teachers with a high degree of language proficiency and good teaching skills can be ideal and qualified language teachers.

On Teaching L2 Learners’ Pragmatic Competence

On the basis of the explanation of the notion of pragmatic competence and review of its previous teaching, this paper con-cludes that instructions can improve L2 learners’ pragmatic competence.

Effects of interlingual strategies on L2 vocabulary teaching

Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.

L2 Learning of English Conditionals: Online Versus Traditional Classroom Teaching

The issue of whether online teaching could replace traditional classroom(TC)teaching has attracted the attention of researchers in the applied linguistics literature.The current study attempted to shed light on this proposition by testing it on the difficult linguistic target of conditional if-clauses in English.The difficulty of these clauses stems from the fact that different tenses are used to express meanings that are sometimes not related to the tense used.The study recruited 49 participants,who were divided into two groups(23 in the online group,26 in the TC teaching group)and given a multiple-choice task containing 20 items.The study adopted a longitudinal research design(pretest and posttest).Each group was pretested before receiving just one two-hour treatment session.Then both groups were posttested.The results showed that both groups struggled with the second and third types of conditionals more than the zero and first types.The TC teaching group improved in the posttest in all types of conditionals.The online group improved in only two types of conditionals(zero and first).The TC teaching group outperformed the online group in the second and third conditionals.The findings indicate that classroom learning is superior to online learning and that,depending on their type,some conditionals in English are more difficult to learn than others.

L2 Teaching and Learning in the Classroom Space

L2 teaching and learning is a way of using language,but it happens in a particular space—the classroom space,which,to some extent,has a restriction to language using.This paper provides a valuable sight into L2 teaching and learning in the classroom space,and discusses the viewpoint of how to make an actual learning of L2 under the way of teaching.

The Correlation between L1A and Second Language Teaching

L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and its connection with L2 Teaching are analyzed,along with a discussion on the relationship between L1A,L2A and L2 Teaching.The limitation of L1A to L2T is elaborated from the aspect of literacy,age and time distinction.

Comparative Studies of Teacher and Peer feedback in L2 Writing:A Critical Review

7 studies on the effectiveness of peer and teacher feedback have been critically reviewed in this paper,some problems being perceived either in the research design or their research findings.Based on the detected problems,I put forward some suggestions for the future study and then draw some pedagogical implications.

Mechanism of the excitation of single pure mode L（0, 2） and its interaction with the defect in a hollow cylinder

Guided elastic waves have a great potential in pipe inspection as an efficient and low-cost nondestructive evaluation （NDE） technique, among which the wave of mode L（0, 2） receives a lot of attention because this mode is the fastest mode in a weakly dispersive region of frequency to minimize dispersion effects over a long distance and sensitive to the defects distributed circumferentially. Though many experimental and numerical researches have already been carried out about the excitation of L（0, 2） and its interaction with the defect in a hollow cylinder, its excitation mechanism has not been clarified yet. In this paper based on the transient response solution of the hollow cylinder, derived by the method of eigenfunction expansion, the theory about the exciting mechanism of mode L（0, 2） is advanced and the effects of the spatial distribution, vibration frequency and direction of the external force on the excitation are discussed. And the pure mode L（0, 2） is excited successfully under the parameters obtained through theoretical analysis. Furthermore, its interactions with some kinds of defects in hollow cylinders are simulated with the method of finite element analysis （FEA） and the results agree well with those obtained by other researchers.

Fluctuations and Directions in Teaching Second Language Writing

The research literature on teaching writing in a L2 （second language） has inspired L2 writing teachers with various sorts of activities in the last few decades and scholars have highlighted multiple aspects of L2 writing on which L2 writing teachers should focus. This paper presents a chronological sketch of the main approaches and trends in teaching and researching L2 writing around the world. It summarizes the components of L2 writing addressed in these approaches and enumerates the dimensions of L2 writing stressed in different approaches including language structure, text functions, themes and topics, creative expression, composing processes, content, genre, and context of writing. Referring to the types of knowledge that need to be imparted to L2 writers, the paper exemplifies teaching activities that can enrich L2 writing classes. The theme that emerges from the discussion is that varied pedagogical implications of the research literature will not be confusing for L2 writing teachers, if they broaden their vision of L2 writing to extend a social view to all dimensions of forms, processes, audiences and L2 writers Teaching L2 writing is presented as the teaching of social individuals using socially-mediated processes to produce socially-meaningful texts for socially-aligned audiences

Analysis of the Advantages and Drawbacks of PPP Approach in Teaching Grammar of a Second Language

This paper is aiming at analyzing the advantages and disadvantages of PPP approach in teaching L2 grammar. PPP approach, referring to the method of Presentation, Practice and Production, is one of the traditional language teaching instructions in classroom. There are advantages and drawbacks using PPP to teach grammar. It can benefit both L2 teachers and learners whereas it limits learner autonomy and the interaction among learners in language grammar teaching classroom.

L(0,2)模态导波检测弯管缺陷的数值模拟和实验研究

针对低频超声导波纵向模态L(0,2)在弯管中传播的复杂性和对弯头典型部位缺陷检测的难度,目前尚未深入研究该模态在弯管处传播的能量分布特性和弯头拱背处典型缺陷的检测。采用数值模拟法分析L(0,2)模态在5种不同曲率半径钢制弯管中的传播特性,从波场快照研究信号能量分布变化,从时域波形研究模态转换;采用实验研究8根不同弯管弯头拱背外侧和内侧环向缺陷、过弯头后直管段缺陷的检测,对比分析L(0,2)模态的缺陷检出能力和模态转换特性。研究结果表明:L(0,2)模态经过弯管时,在弯头拱背外侧发生能量聚焦,该部位缺陷容易检出;在弯头拱背内侧发生信号衰减,导致该部位缺陷易漏检;过弯头以及弯头后直管段缺陷后均发生明显波形转换。研究结论为管道超声导波检测工程应用提供理论指导。

The L2 Acquisition of English Passive

Passive voice is an important grammatical category in language learning while it varies in different languages.In order to diminish the negative impact on L1 transfer and maintain the originality of passive voice in L2 learning,this essay centers on the grammatical differences of passive voice both in English and Chinese and propose practical teaching strategies.

L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events

This study investigated how the mode in which the reading-writing integrated continuation task was conducted modulates the effects of second language(L2) syntactic alignment, through the English motion event construction with manner verbs. Ninety Chinese students were assigned to either of the two experimental groups or a control group, and they all experienced a pretest, an alignment phase and a posttest. In the alignment phase, the two experimental groups completed a reading-writing integrated continuation task but in different modes. For the multi-turn mode,participants reconstructed a picture story by continuing the episodes extracted from the story with one episode presented and continued at a time;for the single-turn mode, the first half of the same picture story was presented as a chunk, and then participants read and continued it. Results show that L2 learners aligned with the target structure in completing the story, and the alignment effect was retained in the posttest conducted after a delay of two weeks. Moreover, syntactic alignment was modulated by task mode with the multi-turn group exhibiting stronger immediate and longterm alignment effects. We conclude that the continuation task is a fruitful context for L2 structural alignment, and the magnitude of alignment effect hinges on interactive intensity.

Error Correction Strategy Use in the Second Language Classroom： A Study of Junior High School English Teachers in Ghana

Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners＇ errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS （Junior High School） classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.

Sliding mode observer-based fault reconstruction for uncertain descriptor linear systems

Fault detection and reconstruction of actuator faults for uncertain descriptor linear system based on a sliding mode observer was considered. The design algorithms of sliding mode observer for linear descriptor systems with faults and uncertain were given. The method uses H∞ concepts to design the observer gain such that L2 gain from the uncertainty to reconstruction error of fault was minimized.

On Migration and Illiteracy--Dealing With Texts in L2 Italian Initial-Literacy Classes

Acquiring the language spoken in the host country is crucial for social inclusion of migrants.From this perspective,illiteracy represents a social problem since it has repercussions on second-language acquisition/learning process.In order to investigate the role of illiteracy in L2 Italian acquisition,the paper aims at analyzing the oral productions of L2 Italian learners with equal L1 but a different level of education,i.e.,low educated vs.non-educated.The learners’productions are collected through semi-structured video interviews.From the perspective of the conversational analysis,the interviews are transcribed and studied taking into account also non-verbal aspects of the oral interactions.The learners belong to the specific category of the“unaccompanied foreign minors”.These minors are characterized by a particular sociolinguistic profile as they are often plurilinguals with a low,very low,or zero level of education.The lack of previous schooling limits the competence in languages(including L1)to oral competence alone,and this has repercussions on second-language acquisition and,therefore,on social inclusion.In fact,a certain competence in writing and reading has an important impact on mental processes.The low or zero familiarity with written texts has inevitable consequences in the second-language acquisition process,in terms of lack of meta-textual and meta-linguistic reflection.From the comparison of the interviews,the characteristics of the learners’interlanguages show that the learners deal with the non-inflectional initial phase of the second-language acquisition process:Their linguistic varieties are certainly basic varieties.Actually,data show significant differences in the learners’performance depending on(il)literacy,which is the only parameter differentiating the learners’profile.In particular,literacy,namely a certain,albeit low,level of education and proficiency in writing skills,has positive repercussions on the performance in terms of a greater awareness of verb and verbal categories,greater skill in oral interaction,greater communicative efficacy,greater accuracy and fluency.In addition,as part of communicative competence,textual competence has also important implications both on second-language learning and on improving read-write skills.Within a literacy pathway,working on texts is normally destined to the advanced literacy class.Actually,some specific textual activities can be successfully proposed in the initial literacy class,in order to immediately accustom learners to some types of text.The results of these textual activities are also illustrated.

“3+2”工学交替教学模式下的服务性学习探索——以L高职老年社会工作课程为例

社会工作专业教学改革中对实践的要求较高,其中以服务性、自主性学习为导向的新型教学形式不断被运用。针对目前人才需求与教学目标不匹配等问题,文章以L高职院校社会工作专业“3+2”工学交替教学模式探索为例,尝试以服务为导向、自主学习为基础的社会工作教学模式的改革,并以老年社会工作课程为例进行服务性学习教学活动的设计。

“K-W-L+”认知提问模式在大学英语思辨性阅读中的研究

阅读是基于文本理解和交流而实现人的自我构建的实践活动。思辨性阅读提问是实现在阅读中思考、在思考中阅读的关键。高校英语教学要克服“思辨缺席”,就必须走向思辨。基于“K-W-L+”认知提问模式,通过在英语阅读中建立有效提问,以问促思、以思促辨,提升大学生的推理、分析、评价等思辨能力。

基于"2+2+1"模式的风景园林本科实践教学体系构建研究——以厦门大学嘉庚学院为例

文章通过对多元化的风景园林教育进行调研分析,立足于工学背景下以建筑学为基础的风景园林专业,依托建筑学成熟的教学体系,着重探讨风景园林专业的实践教学,充分发挥五年学制的优势,采取"2+2+1"的模式,从实践教学的目标、内容、执行及支撑等方面探讨风景园林专业本科教学中实践体系的构建。

基于形态数字化教学平台的K-W-L教学模式在病理学实验教学中的应用

以随机抽取的临床专业2个班学生为研究对象,在病理学实验教学中改变传统的验证性实验教学模式,实行K-W-L教学模式,打破学科界限,将目标教学贯穿其中,激发了学生主动的探求性学习和学习兴趣,获得了良好的教学效果。做到了将实验学习变成一种目标性和行为性的过程。取得的经验为其他课程的教学改革提供借鉴。