This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language(EFL/ESL).The author examines empirical studies published from 200...This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language(EFL/ESL).The author examines empirical studies published from 2000 to 2017 in order to answer two research questions:(a)What factors relate to the college-level EFL/ESL learners’use of reading strategies?(b)How do these factors relate to college-level EFL/ESL learners’use of reading strategies?An initial review of the literature identifies four factors related to EFL/ESL learners’reading strategy use:English proficiency,first language(L1)literacy experience,gender,and motivation.For reasons of space,this article only reports and discusses findings on the first two factors.(1)English proficiency:High-proficiency readers use more metacognitive,support,global,and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers.They also differ from low-proficiency readers in learning reading strategies.(2)L1 literacy experience:EFL/ESL readers’L1 linguistic features and L1 reading experience shape their strategy use when they read English.展开更多
泛读动机,作为激发并持续泛读行为的关键因素,一直是ESL(English as a Second Language)/EFL(English as a Foreign Language)泛读研究领域的一个重点。然而,该领域大多数研究以群体为对象,未能对个人阅读动机进行详细记述。在两个学期...泛读动机,作为激发并持续泛读行为的关键因素,一直是ESL(English as a Second Language)/EFL(English as a Foreign Language)泛读研究领域的一个重点。然而,该领域大多数研究以群体为对象,未能对个人阅读动机进行详细记述。在两个学期的时间里,通过组织三次访谈以及定期测定阅读速度的方式,对两名中国非英语专业研究生ESL/EFL泛读动机进行了纵向个案研究。研究结果显示,受试者ESL/EFL泛读动机是一个动态的结构,在持续阅读过程中不断发生变化,泛读材料在培养积极的阅读态度从而激发阅读动机的方面具有重要地位。展开更多
Memorization has been long viewed as a bad practice or the opposite of meaningful learning.A survey on the role of memorization in ESL/EFL learning is carried out in Vestal Middle School,Binghamton High School and Bin...Memorization has been long viewed as a bad practice or the opposite of meaningful learning.A survey on the role of memorization in ESL/EFL learning is carried out in Vestal Middle School,Binghamton High School and Binghamton University under the guidance of Professor Jennifer Brondell.The result shows that a majority of subjects were found to emphasize the important role of memorization as a strategy in helping students to obtain better accuracy and fluency,use language knowledge reserve,and gain more self-confidence.展开更多
Teaching styles and learning styles play important parts in ESL/EFL classrooms. However, is it necessary for language teachers to match their teaching styles with their students' learning styles?Is it feasible for...Teaching styles and learning styles play important parts in ESL/EFL classrooms. However, is it necessary for language teachers to match their teaching styles with their students' learning styles?Is it feasible for the teachers to match their teaching styles to every individual student's learning styles?Because of the incompatible learning and teaching styles, suggestions on how to deal with the difficulties in the matching of these two styles will be given.展开更多
Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequ...Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success.展开更多
Compared with well-established research on language learning strategies in second language acquisition, writing research is still inadequate in terms of studies on taxonomies of specific writing strategies. Therefore,...Compared with well-established research on language learning strategies in second language acquisition, writing research is still inadequate in terms of studies on taxonomies of specific writing strategies. Therefore, by reviewing and synthesizing empirical studies on writing strategies, this paper tries to map out the theoretical bases of previous taxonomies and to identify inherent methodological problems in past studies, so as to arrive at a better and fuller understanding of the nature and categories of writing strategies and to come up with feasible suggestions for classroom writing instructions.展开更多
文摘This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language(EFL/ESL).The author examines empirical studies published from 2000 to 2017 in order to answer two research questions:(a)What factors relate to the college-level EFL/ESL learners’use of reading strategies?(b)How do these factors relate to college-level EFL/ESL learners’use of reading strategies?An initial review of the literature identifies four factors related to EFL/ESL learners’reading strategy use:English proficiency,first language(L1)literacy experience,gender,and motivation.For reasons of space,this article only reports and discusses findings on the first two factors.(1)English proficiency:High-proficiency readers use more metacognitive,support,global,and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers.They also differ from low-proficiency readers in learning reading strategies.(2)L1 literacy experience:EFL/ESL readers’L1 linguistic features and L1 reading experience shape their strategy use when they read English.
文摘泛读动机,作为激发并持续泛读行为的关键因素,一直是ESL(English as a Second Language)/EFL(English as a Foreign Language)泛读研究领域的一个重点。然而,该领域大多数研究以群体为对象,未能对个人阅读动机进行详细记述。在两个学期的时间里,通过组织三次访谈以及定期测定阅读速度的方式,对两名中国非英语专业研究生ESL/EFL泛读动机进行了纵向个案研究。研究结果显示,受试者ESL/EFL泛读动机是一个动态的结构,在持续阅读过程中不断发生变化,泛读材料在培养积极的阅读态度从而激发阅读动机的方面具有重要地位。
文摘Memorization has been long viewed as a bad practice or the opposite of meaningful learning.A survey on the role of memorization in ESL/EFL learning is carried out in Vestal Middle School,Binghamton High School and Binghamton University under the guidance of Professor Jennifer Brondell.The result shows that a majority of subjects were found to emphasize the important role of memorization as a strategy in helping students to obtain better accuracy and fluency,use language knowledge reserve,and gain more self-confidence.
文摘Teaching styles and learning styles play important parts in ESL/EFL classrooms. However, is it necessary for language teachers to match their teaching styles with their students' learning styles?Is it feasible for the teachers to match their teaching styles to every individual student's learning styles?Because of the incompatible learning and teaching styles, suggestions on how to deal with the difficulties in the matching of these two styles will be given.
文摘Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success.
文摘Compared with well-established research on language learning strategies in second language acquisition, writing research is still inadequate in terms of studies on taxonomies of specific writing strategies. Therefore, by reviewing and synthesizing empirical studies on writing strategies, this paper tries to map out the theoretical bases of previous taxonomies and to identify inherent methodological problems in past studies, so as to arrive at a better and fuller understanding of the nature and categories of writing strategies and to come up with feasible suggestions for classroom writing instructions.
