SPEAKING模型下北京地铁双语站名语言景观考察与研究

基于SPEAKING模型,选取模型中SPN三个要素,对比2022版及2023版北京城市轨道交通线网图,深入分析北京地铁双语站名语言景观。研究发现,北京地铁双语站名语言景观表达与语言服务质量、语言权势、身份认同及意识形态相关,但存在不统一、不规范等实际问题。文章从语言服务质量的提升和象征功能的体现两个方面对该问题提出针对性修改建议,以规范北京地铁双语站名语言景观表达,进而强化“风向标”引领,彰显“头雁效应”。

SPEAKING模型下滦州古城语言景观研究

该文对唐山市滦州古城的语言景观现象进行定量、定性分析,以SPEAKING模型为切入点,重点关注语言语码以及语言景观参与者和文本的互动关系,从多角度对古城景区的标牌语言进行深入剖析。研究结论显示滦州古城的语言景观呈现出国际化、多元化趋势,且“作者”“读者”与文本的互动关系明显。该研究系统总结了滦州古城语言景观使用的优势及不足,以期为景区的国际化改进和国家及地区语言政策的调整提供参考意见。

Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context

While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.

English Speaking Online in the Turkish Teaching Context:A Theoretical Approach

The world initiated a new era with the emergence of the Covid-19 pandemic.Education all around the globe,including Turkey,was impacted to a great extent.Both teachers and learners were required to adapt to online education within a short period of time.Although previous studies had focused on the impacts of teaching English in general for teachers and learners,studies focusing on teaching of the speaking skills online particularly in the Turkish context was absent in the literature.Therefore,the gap which was to be considered appropriate for this research is related to comprehending the perceptions and challenges EFL teachers confronted while attempting to teach the speaking skills online within the Turkish context.This article aims to have a theoretical contribution to the current research,in order to see the significance of the Turkish context,as online teaching of English speaking was to be considered beneficial for learners,as it increased confidence for the interaction.

高中英语翻转课堂在Listening and Speaking的应用

随着全球化的不断深入,英语作为国际交流的主要语言,其重要性不言而喻。在高中阶段,培养学生的英语听说能力,不仅是语言学习的基本目标,更是他们未来融入社会、实现个人价值的关键。然而,传统的英语听说教学往往存在诸多弊端,如教学模式单一、学生参与度低、缺乏实践机会等。翻转课堂作为一种新兴的教学模式,为高中英语听说教学提供了新的可能。

The Potential of Metaverse in Speaking Skills of English Education

The Metaverse,a three-dimensional(3D)virtual world network that includes social and economic interactions through virtual reality(VR)and augmented reality(AR)devices,has been recognized as a transformative concept in a variety of fields,including education.As technology advances at a rapid pace,the potential of the Metaverse to revolutionize teaching and learning has become increasingly prominent.Particularly in English education,the Metaverse offers promising solutions to address the challenges of oral English education during the COVID-19 era.This paper explores the potential of the Metaverse in enhancing oral English education and highlights its future possibilities.Drawing from the realms of AR and VR,this paper also examines teaching approaches and strategies that integrate the Metaverse into oral English instruction.By leveraging the immersive and interactive nature of the Metaverse,educators or students can create engaging learning experiences that foster oral English communication skills.

The Dynamic Interplay Between Language Motivation and English Speaking Fluency:Implications for Effective Teaching Strategies

In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.

College English Listening and Speaking Teaching Guided by Memetics

Memetics confirms the importance of recitation and imitation in college English teaching.Starting with the explanation of the replication cycle of language memes,this paper discusses how to use the memetic perspective in college English listening and speaking teaching,effectively transform the input language information into language output,and improve the classroom effect of college English listening and speaking teaching.

Drama to Enhance the Speaking Skills of EFL/ESL Learners

The paper starts with introducing the definition of drama. Then, many drama techniques are introduced. Next, Advantages of using drama techniques are discussed. Nonetheless, some problems in using drama in ESL/EFL are pointed out. The paper concludes that drama offers a useful educational tool to support communicative language teaching for EFL/ESL learners.

Whole Person Education of English Majors through English Public Speaking

English public speaking proves to play a significant role in the speaker's whole person education, which has been gaining increasing attention among scholars at home and abroad. The paper analyzes possible relations between them and argues that great importance and awareness are supposed to be attached to the development and promotion of English public speaking especially among English majors for them to be more versatile and more competitive both in job markets and in work places.

SPEAKING模型运用于英语应用文交际任务达成中的实践

SPEAKING模型是民俗学的常见分析工具,它基于场景、参与者、目的、行为次序、语气、传播渠道、规则和体裁等八个要素来分析特定民族的语言和交际行为。SPEAKING模型的八要素同样也适用于英语应用文(尤其是私人信件)写作中交际任务是否达成的分析和评价,并能有效矫正学生在应用文写作过程中"重语言、轻交际"的现象,提高他们在特定语境下的交际意识和交际能力。

基于认知学徒制的Speaking Workshop口语教学模式研究

认知学徒制理论在提高学生元认知能力方面有着积极的作用,Speaking Workshop(口语工作坊)教学模式的运用也可以有效提高课堂学习效率。本文将认知学徒制学习环境的设计原则和Speaking Workshop的教学模式相结合,对其设计思路、教学过程、实践效果进行了阐述,从而表明,基于认知学徒制的Speaking Workshop口语教学模式研究对英语口语教学效果具有一定的促进效果。

Public Speaking的技巧与策略(9)——如何进行Demonstration Presentation

你也许经常听到有人问你“做给我看看好吗?”我们几乎都是在演示过程中学会做每件事的。有时这种演示是正式的,比如在工厂或某种技术培训时。在其它情况下的演示则为非正式的。在演示过程中,我们通过观察和提问来学习,最后自己动手做某件事。教别人做事的过程就是一个演示过程,演示性演讲用途广泛,因此,对我们每个人来说都很重要。掌握了演示性演讲的技巧。

Improvement of Students' Ability of English Listening and Speaking

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Study on PAD and flipped Classroom Applied to College English Teaching--Take College English Viewing,Listening and Speaking Ⅰ For Instance

PAD(presentation,assimilation and discussion) and flipped classroom mix the advantages of PAD and flipped classroom,PADand flipped classroom separate the period of a teacher's teaching and students' interaction,allowing students to assimilate the knowl-edge they learned in one week,this teaching mode considers different groups of students.A result of a recent teaching experiment showsthat this teaching mode can allocate class time more efficiently and equally to each student to practise oral English.Students are moreconfident,more willing to participate and show more interest in oral class.

How is the Elective-English Speaking Taught in High Schools

English Speaking is the skill that the students will be judged upon most in real-life situations. This article written to discuss how to have the the optional course-English Speaking Training in high schools to train the students English speaking abil ity.

Adopting a Discourse Approach to Teaching Speaking

Discourse analysis has established significant foundation in applied linguistics,thus exerting strong impact on language pedagogy.This paper discusses how to apply a discourse approach to teaching speaking.Speaking will be discussed from a syllabus point of view as well as from an activity point of view.The following discussion will mainly center on how a discourse approach to speaking could be adopted in teaching EFL students at tertiary level in China.

A Relative Study of Two Output EFL Student Abilities:Speaking and Writing in Teaching

As two of the most important abilities of language competence,speaking and writing remain two domains in which EFL researchers and language teachers show great interest.Though it is widely accepted that speaking and writing are related processes,to what extent they are correlated remains controversial.the present study is undertaken to explore the relationship which is inherent in speaking and writing and to provide reference for the promotion of positive interaction between them in EFL teaching,based on the cognitive theory and the theories of language learning.

Problems with College Students' English Listening and Speaking and Their Solutions——from the Perspective of Sociolinguistics

This study surveyed what problems and puzzles college students have in English speaking and listening. A questionnaire survey was conducted among 157 English-major students in South-Central University for Nationalities. The result suggests that they seemed to be very anxious in communicating in English. Their problems are analyzed from the perspective of sociolinguistics and traced back to the way they are taught. This study calls for awareness of the current problems in college English listening and speaking course and provides solutions to them.

More Tolerance and Freedom for Speaking Classes

In the practice of English Language Teaching, speaking can be the most difficult part for many learners, especially in China. This paper firstly reveals the necessity of giving more freedom and tolerance on speaking classes, based on the nature of teaching as well as speaking. Then there is more exploration for the Chinese ELT (English Language Teaching) approaches, explaining the difficulties from the aspects of Chinese culture and philosophy. Afterwards implications are showed on how to give a supportive class in different circumstances, such as dealing with silence, error correction and L1 (native language) interferences.