On the basis of the theory of relevance and transfer, this study puts forward interpreting operation synergism through positive transfer from Visual-Audio-Oral Course of EAP to E-C and C-E interpreting. In the way of ...On the basis of the theory of relevance and transfer, this study puts forward interpreting operation synergism through positive transfer from Visual-Audio-Oral Course of EAP to E-C and C-E interpreting. In the way of consecutive interpreting, the researcher has done the experiments to 147 undergraduate interpreters of non-English majors in five classes taught by him in the second semester from 2014 to 2015. The experimental results show that listening of EAP has the functions of relevance and holistic presupposition to student interpreters, whose audio nerves have been activated once more while listening to SL （source language） information. At this moment, the function of transferring SL information as input occurs. And further, speaking of EAP also has the functions of relevance and holistic presupposition to student interpreters, whose oral nerves have been activated once more while encoding and expressing in TL （target language）. At this moment the results of transferring information as TL output are prominent. Therefore, Visual-Audio-Oral Course of EAP has the effect of relevance, transfer and presupposition to student interpreters＇ interpreting operation in China.展开更多
The term"student learning outcomes"refers to the knowledge, skills, and abilitiesthat students achieve during a course, and is typically assessed based on student evaluations conducted at the end of the seme...The term"student learning outcomes"refers to the knowledge, skills, and abilitiesthat students achieve during a course, and is typically assessed based on student evaluations conducted at the end of the semester. Previous studies in this area have investigated the effects of instructional quality and academic demands separately and have been limited primarily to examining findings using student samples fromthe United States. With Japanese college students' perceptions of self-improvementin English language courses as the dependent variable, the present study directly tests the hypothesis that students who perceive instructional quality to be higher, andcourse demands to be greater, also estimate higher levels of self-improvement in English language skills. The analysis provides strong support for this hypothesis.Higher ratings of instruction and academic demands have already beenshown to increase levels of student learning(Greimel-Fuhrmann and Geyer 2003;Nois and Hudson 2006; Mc Fadden and Dart 1992). The present study is the first toprovide direct evidence of the relative importance of student evaluations ofinstructional quality and academic demands as predictors of student learning and thefirst ever to do so with a sample of Japanese college students enrolled in a required English as a foreign language course. Our hypothesis is that Japanese students whoperceive instructional quality to be higher, and course demands to be greater,estimate higher levels of self-improvement in English language skills. Thus we test Japanese students' attitudes toward instructional quality and course demands asindependent variables predicting their perceptions of self-improvement in English language courses. The research focuses on Japanese students' improvement in English language skills because English education in Japan is an arena in which thedebate over limited English proficiency rages on, and because other research suggests reconsideration of English education in light of the demands of the rapidly expanding global era(Amaki 2008).展开更多
The guiding opinions of the Ministry of Education on deepening the reform of education and teaching emphasize the in-depth combination of information technology and education.To encourage different types of small cust...The guiding opinions of the Ministry of Education on deepening the reform of education and teaching emphasize the in-depth combination of information technology and education.To encourage different types of small custom application online courses in colleges and universities,the campus intercollegiate online hybrid teaching,and promote the student-centered teaching and learning methods change.In response to the requirements of reform,this study introduced rain classroom as a mobile teaching method into the first-year basic Japanese teaching in colleges and universities,and conducted the mixed classroom practice under the module teaching theory.The practical results show that the introduction of basic Japanese teaching in rain classroom has greatly improved students’learning enthusiasm and achieved good teaching results.At the same time,as a mobile teaching means,rain classroom is connected online and offline;data integration,teaching management integration,and other aspects still have room for improvement.展开更多
文摘On the basis of the theory of relevance and transfer, this study puts forward interpreting operation synergism through positive transfer from Visual-Audio-Oral Course of EAP to E-C and C-E interpreting. In the way of consecutive interpreting, the researcher has done the experiments to 147 undergraduate interpreters of non-English majors in five classes taught by him in the second semester from 2014 to 2015. The experimental results show that listening of EAP has the functions of relevance and holistic presupposition to student interpreters, whose audio nerves have been activated once more while listening to SL （source language） information. At this moment, the function of transferring SL information as input occurs. And further, speaking of EAP also has the functions of relevance and holistic presupposition to student interpreters, whose oral nerves have been activated once more while encoding and expressing in TL （target language）. At this moment the results of transferring information as TL output are prominent. Therefore, Visual-Audio-Oral Course of EAP has the effect of relevance, transfer and presupposition to student interpreters＇ interpreting operation in China.
文摘The term"student learning outcomes"refers to the knowledge, skills, and abilitiesthat students achieve during a course, and is typically assessed based on student evaluations conducted at the end of the semester. Previous studies in this area have investigated the effects of instructional quality and academic demands separately and have been limited primarily to examining findings using student samples fromthe United States. With Japanese college students' perceptions of self-improvementin English language courses as the dependent variable, the present study directly tests the hypothesis that students who perceive instructional quality to be higher, andcourse demands to be greater, also estimate higher levels of self-improvement in English language skills. The analysis provides strong support for this hypothesis.Higher ratings of instruction and academic demands have already beenshown to increase levels of student learning(Greimel-Fuhrmann and Geyer 2003;Nois and Hudson 2006; Mc Fadden and Dart 1992). The present study is the first toprovide direct evidence of the relative importance of student evaluations ofinstructional quality and academic demands as predictors of student learning and thefirst ever to do so with a sample of Japanese college students enrolled in a required English as a foreign language course. Our hypothesis is that Japanese students whoperceive instructional quality to be higher, and course demands to be greater,estimate higher levels of self-improvement in English language skills. Thus we test Japanese students' attitudes toward instructional quality and course demands asindependent variables predicting their perceptions of self-improvement in English language courses. The research focuses on Japanese students' improvement in English language skills because English education in Japan is an arena in which thedebate over limited English proficiency rages on, and because other research suggests reconsideration of English education in light of the demands of the rapidly expanding global era(Amaki 2008).
文摘The guiding opinions of the Ministry of Education on deepening the reform of education and teaching emphasize the in-depth combination of information technology and education.To encourage different types of small custom application online courses in colleges and universities,the campus intercollegiate online hybrid teaching,and promote the student-centered teaching and learning methods change.In response to the requirements of reform,this study introduced rain classroom as a mobile teaching method into the first-year basic Japanese teaching in colleges and universities,and conducted the mixed classroom practice under the module teaching theory.The practical results show that the introduction of basic Japanese teaching in rain classroom has greatly improved students’learning enthusiasm and achieved good teaching results.At the same time,as a mobile teaching means,rain classroom is connected online and offline;data integration,teaching management integration,and other aspects still have room for improvement.
