A Study of English Learning Motivation of Left-behind Children from the Perspective of L2 Motivational Self System

A survey carried out among 286 left-behind children in a middle school through the lens of L2 Motivational Self System presents that although left-behind children possess low level of English learning motivation,they are favorably disposed towards studying English.Among the three dimensions of L2 Motivational Self System in this survey,L2 Learning Experience influences English learning motivation of left-behind children most and Ideal L2 Self with Ought-to L2 Self ranks the second in affecting their motivation.Practicalimplications are also provided.

The Implication of Gagne’s Five Categories of Learning on Designing English Teaching Objectives

Robert Mills Gagne's five categories of learning have a profound influence on the many aspects of educational field.This essay attempts to differentiate and analyze the five categories of learning:motor skills,verbal information,intellectual skills,cognitive strategies,and attitudes.And then applies Gagne's five categories of learning to design English teaching objectives.

Effective Face-to-faceTutorials of Online English Learning Lie in Interaction of Affective Domain and Higher Levels of Cognitive Domain of Bloom＇s Taxonomy

Online English learning as an outcome of the rapid development of the Internet has got a wider and wider market in China. However, problems of varieties have also occurred along its way. People never stop thinking of better strategies either in designing online course wares or tutorials to help smooth the learning process. My experience as a tutor is that interaction of affective domain and higher levels of cognitive domain of Bloom＇s Taxonomy plays an important role in face-to-face tutorials of online English learning.

The Use of Children＇s Literature With University English as a Foreign Language Learners in Taiwan

This paper reports findings from a longitudinal qualitative study that investigated the use of children＇s literature for Taiwan Residents University English as a Foreign Language （EFL） students＇ reading. During the course of their sophomore year, 17 students participated and each student held two to seven individual reading sessions, to which they brought a self-selected children＇s picture storybook or children＇s novel they had finished reading on their own and orally read it to the researcher. Their oral reading and the discussion of each book with the researcher were audio recorded. To gain insight into the reading progress, these oral data were categorized and analyzed in terms of mispronunciation patterns, misunderstanding of vocabulary, misinterpretation of sentence or passage, and researcher＇s guidance. General findings of the 17 participants were presented in three categories： （1） vocabulary acquisition, （2） common comprehension problems, and （3） common pronunciation problems. Further analysis of two motivated students who read five to seven books revealed that （1） these two EFL learners gradually developed conscious awareness of their own pronunciation and comprehension errors and （2） they progressively acquired better competence to apply the pronunciation tips and reading comprehension techniques provided by the researcher during previous sessions. These findings and corresponding implications are discussed and further research suggestions are made.

An Analysis on the Discourse Cohesion Techniques in Children's English Books

Discourse cohesion techniques analysis attracts much attention both at home and abroad and many scholars have conducted their research in this field, however, few of them focus on children's English books which has its own characteristics and cohesion techniques and deserves our research.

Overview of the children＇s English acquisition

English has become the medium for communication in so many areas, and children are the hope of the future and shoulder the duties to structure the future. Children＇s English becomes more important and spreads all over the world, especially in recent years. Children＇s English is not perfect and there exist its own disadvantages. This paper gives four optimizations and suggestions in teaching children＇s English in order to solve the problem. Then it lists several relations to the children＇s English study, and these four relations are very important because they are the keys to lead the children＇s English to a healthy and developing road. And in the next chapter, it talks about the trends of the children＇s English in the future and lists the reasons why these kinds of trends appear. At last, the author overlooks the whole paper and gives a conclusion, which shows that children＇s English has a great potentiality in the future in China.

Gender Disparity in Second Language Learning： Reality or Illusion？

The paper draws a comparison between female and male students＇ language learning capabilities in the backdrop of age-old idea that males are better than females in language learning on the one hand, and some recent study findings indicating females＇ superiority over males on the other. To this end, 43 female and 80 male higher secondary students＇ 468 answer scripts of their regular English exams were collected. For the traditional question pattern, the collected data could measure only ＂remembering＂ and ＂understanding＂ of the examinees. Therefore, the students were compared only on the basis of these two lowest levels of Bloom＇s taxonomy. The participants were of same age, studying at the same level （Grade 11）, and were taught by the same teacher. The study finds that if other variables remain the same, there is no essential difference between male and female regarding learning English as a second language.

English Education of Children

With the further development of China's reform and opening up,our communication with the world more and more frequently,more and more closely.As the primary tool of international communication,English is particularly important.Now,to strengthen foreign language teaching,especially to learn foreign languages at children,has become a global trend.In China,many schools and teachers for many years to carry out a useful attempt of children's English teaching,and accumulated a lot of successful experience,of course,there are many difficulties and setbacks,and even failure.How to exclude the difficulty and the setback,avoid failure?I combined with my own teaching practice,discusses and studies for many years,has received the good effect.

On the Application of Drama Teaching Method in Preschool Children’s English Enlightenment Activities

with the rapid development of English education, children’s teaching is becoming more and more important in the edu-cation system. Children’s English has the characteristics of enlightenment. The application of drama teaching method can makethe abstract knowledge vivid, which is helpful to arouse students’ enthusiasm and better understand knowledge. Therefore, teach-ers should follow the principles of English drama teaching, make clear the teaching purpose, and design targeted drama links to pro-mote the rational application of drama teaching method in English classroom.

Application Total Physical Response in Beginners of English Teaching

How to teach children's English has been a concerned question for many years by teachers and experts. This article presents an experimental study of applying Total Physical Response (TPR) teaching method in children's class, results analysis and pedagogical implications.

Three Models of English Education in China＇s Universities ——-A Historical Perspective

In the present paper, a comparison is made of the three formats in the history of EECU （English education in China＇s universities）. In the first period （1904-1949）, English education was conducted separately in government-managed educational institutions and in institutions sponsored by church-related organizations; English education was well-knit with both general education and specialty education; and self-motivating learning was encouraged. In the second period （1950-1966）, almost everything was tinted with a shady color of politics： A halt was addressed drastically to EEC （English education in China） in 1952. In the gradual recovery that started four years later, the second format was sawed and hammered, showing the following features： All non-government-mamaged institutions vanished from the stage; English was taught solely as a language or a system of verbal parts, almost deprived of all cultural loading. The third period （1978 onwards） has witnessed a barrier-free and rapid development of over three decades, resulting in the unprecedented pervasion of EECU. Yet in the third tbrmat, learners＇ efforts have turned wholly test-oriented, degenerating into the saddening disintegrity of learning as a process into isolated charges to the target of a test at a time; the ignorant reduction of the learning methods to ＂Vocabulary Booklets Plus Collections of Test Papers＂. Such a comparison not only provides a multi-dimensional perspective of EECU and a better understanding of it, but also offers some important experiences and lessons for the search of an effective solution to the pervasive problem of＂Time-Consumingness and Low-Efficiency＂.

A Study of the Effects of Family Precepts,Rules and Ethics on Children’s Education During the Tang Dynasty

From the perspectives of the prosperity of the Sui and Tang dynasties,the rise and fall of the aristocrats and the prevalence of the imperial examination,this paper studies the impact of family precepts,rules,and ethics on children’s education.I believe that an important feature of family precepts in the Tang Dynasty was the development of the cultural tradition of poetry and literature study within the family,which promoted virtues like loyalty,filial piety,diligence,frugality and modesty and had a profound influence on future generations.The rise and fall of Tang Dynasty families was closely related to family precepts,rules,ethics,and learning.Famous and respectable families often regarded these traits as important means to maintain the family’s status,which objectively promoted the development of family scholarship and the importance of children’s education in the Tang Dynasty.The concept of learning as a“carry-on treasure”has become a common belief among scholars and has played a positive role in educating Chinese society,enriching our culture,and keeping society in order.

Application of Movie-based App in Left-behind Children’s EFLL earning

China has been witnessing an immense number of left-behind children due to annual parental rural-to-urban immi-grant working.As a special educational group,the status quo of left-behind children’s English as a foreign language(EFL)learning is not very optimistic.Combiningmobile--assistedlanguage learning(MALL)with traditional foreign language instruction,classroom teaching with off--class mobile learning,Englishmovie--basedApp with functions of bilingual caption setting,unknown words con-sulting,consolidation drills and English proficiency test can be employed to promote left-behind children's EFL learning.

Differences Between Children’s First Language Acquisition and Adults’Second Language Acquisition

There is an apparent contrast between children’s first language acquisition and adults’second language acquisition,which are mainly manifested in the following three aspects:age difference,difference in learning process and motivation difference.This paper will analyze these three differences in detail,and combine the analysis results to guide second language pedagogical implications according to the current situation.

Can ECE Classes Sustainably Empower Preschool Children’s Development?-A Longitudinal Study of the Role of ECE Classes in Children’s Learning and Development

Does enrolling children aged 0-3 in early childhood education(ECE)classes continuously empower their learning and development after entering kindergarten?Based on the tracking survey data of 664 children aged 3-6 in 2017 and 367 children aged 3-6 in 2018,this study uses Propensity Score Matching to analyze this issue.The findings reveal that children’s family socioeconomic status is a key factor influencing their participation in ECE classes.The baseline data show that participation in ECE classes does not significantly improve children’s learning and development.However,the follow-up data show that participation in ECE classes plays a significant negative role in motor development for children moving to their second year of kindergarten,but subsequently plays a positive role in language development,health,and safety for those entering their third year of kindergarten.Overall,participation in ECE classes plays no continuous positive role in children’s learning and development after they enter kindergarten.Based on these findings,it is suggested that parents should respect the natural laws of child development instead of blindly following the trend of attending ECE classes,and high-quality parental companionship is crucial.The Chinese government is supposed to implement policies such as“double reduction”to regulate ECE institutions that fail to operate in good faith.

基于B/S结构的开放式英语学习系统设计

为了提高开放式英语学习系统的资源共享能力和数据的实时传输性能,提出基于B/S结构的开放式英语学习系统设计方案。系统设计包括数据库调度程序设计、主窗口及标准对话框设计、基本控件与扩展控件设计、人机交互界面设计等。系统采用多通道串口总线技术进行B/S结构下的开放式英语学习资源传输和资源调度,在CCS 2.20开发平台下进行开放式英语学习资源的多媒体拓扑控制,构建B/S服务器的信令,在嵌入式Open Core内核中进行系统的软件开发,使用UNIX/Linux操作系统建立英语学习系统的可视化界面,通过B/S架构体系设计使得系统满足跨平台移植和兼容性能。系统测试表明,设计的开放式英语学习系统具有较好的交互性能,对英语学习资源的调度和实时传输能力较好,具有较好的稳定性和可靠性。

对儿童英语词汇认知学习策略的数理逻辑思考——从笑话Class,Lass,Ass的玩味谈起

本文通过利用数学符号和逻辑概念对英语词汇进行有序的推导,找到英语词汇之间在音、形、义和词类等方面的数理逻辑关联性,提出从数理逻辑的角度培养儿童英语词汇认知学习策略应该侧重于复述、精细化、组织策略以形成英语词汇识记和初步的应用策略。其中的代数序列儿童英语词汇认知学习策略集数学中的集合、代数式、序列和逻辑概念以及语言学中的最小对立体、词缀法等知识为一体,其游戏性和发散性符合儿童的心智特征,有利于儿童主动发挥数理逻辑能力,探索英语学习的规律,促进儿童的外语能力和数学认知能力同步发展。

非英语专业混合式英语教学3(R)+1(O)+S+A模式

非英语专业混合式英语教学3（R）＋l（O）＋s＋A模式是以三学期必修课程教学、一学期相关专业的英语选修课程、自主语言学习、课外活动相结合为特征，打破传统教学模式，三学期必修课后，一学期进行拓展选修教学，辅助自主学习系统，大力开展课外活动，对非英语专业学生的英语综合应用能力的提高效果明显。本文就非英语专业混合式英语教学3（R）＋1（O）＋S＋A模式的第二轮实验过程和结果进行分析和讨论。

Justifying the Choice and Use of a Game and a Song in My Lesson

Games and songs can bring a lot of pleasure to children. They are useful tools in children's language learning. As English teachers, we should know how to make full use of them to stimulate children's interest and promote their learning. In this essay, I will take one primary English lesson as an example to demonstrate my point. First I am going to talk about the advantages of using a game and a song, and then analyze the teaching or learning context and the activities in the lesson. At last I am going to focus on how and why to use the game and the song in the classroom. In a word, I am going to justify my choice and use of a game and a song in a revision lesson.