Mixed Method in Language Learner Cognition

Research on mixed method has made great development.In order to explore the practical application of mixed method,this article starts from the perspective of language learner cognition and selects The Modern Language Journal and Language Teaching Research as the research journals.It explores some empirical papers that used mixed method to learn the specific research designs of mixed method as well as the main means of its application.The study finds that mixed method has been applied in several fields and is more scientifically reliable than qualitative and quantitative methods especially in language learner cognition,and the different research tools used in the field of language learner cognition demonstrate the flexibility and relevance of mixed method data collection.

Research on China Third Language Learners＇ Metalinguistic Awareness

This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.

How Many Words Does A Learner Need to Know in A Foreign Language

Vocabulary learning is of great importance in the successful development of communication and literacy skills(Teresa A. Belisle, 2011). Some questions will be discussed as how many words a learner needs to know? How many words are there in English? And how many words do native speakers know. A clearer idea will be presented to show the number of words different people know and need for various purposes in the daily life.

Research on Cross-Cultural Competence and Training Strategies of Foreign Language Learners in Minority University

This paper takes 360 college students from a foreign language college in a national university as the research object.Through cross-cultural understanding,cross-cultural attitude and cross-cultural communication,the current situation and influencing factors of minority college students’cross-cultural ability training are investigated.First,minority college students have positive cross-cultural attitudes,however,due to the lack of media literacy and cross-cultural understanding education,there are certain conflicts and preconceived notions about the cognition of different cultures.Secondly,minority college students’self-confidence in language communicative competence actively promotes the formation of cross-cultural self-confidence.Thirdly,the current focus of foreign language teaching is still on the cultivation of language communicative competence.Students are confused about language communicative competence and inter-cultural competence.Moreover,due to the inconsistency of cross-cultural courses,minority college students’ability to understand their own cross-cultural knowledge only involves the accumulation of superficial cultural knowledge.Therefore,minority colleges and universities should give full play to their multi-cultural background,improve teachers’cross-cultural literacy,set up a systematic cross-cultural curriculum,support rich cross-cultural practice,and construct a multi-cultural and national characteristic cross-cultural education.

Incorporating Technology into English Language Learners’Classroom—A Case Study of Using Wiki,Podcast,and Computer Graphic Organizer as Tools

The technology has been utilized by many teachers to provide English language learners with better learning experience.But it can not be denied that the technology is a two edged sword.The technology could facilitate the students’learning if it is used in a proper way.Otherwise,the technology may even have adverse effects.The paper will illustrate how the teacher could succeed in adapting the technology to meet specific demand of the students through case study.

Contrastive Rhetoric and Inter-language Theory

A learner’s stages of L2 development are connected by his or her L1 and culture.It is,accordingly,of paramount importance to understand the second language learners’culture and learning process and better assist them through this process in the way of teaching them English.Similarly,inter-language theory(IL)and contrastive rhetoric are affected by factors,such as learner’s L1,learning experiences,and culture.This paper talks about these two theory’s characteristics,constructs,and importance,so language instructors may better understand the L2 learning phenomena and think out better methods to help language learners improve their language skills.

From Babel No More to Second Language Teaching

Nowadays, there are many super language learners speaking more than ten languages, some of whom are introduced by Michael Erard in the book Babel No More. After reading the book and researching some young hyperpolyglots from the internet, people can find out that what is knowing a language and the different language learning strategies from these super language learners. With critically analyzing each hyperpolyglot, we can apply these strategies to the area of second language teaching.Key words:

The Efficacy of Multimodal Input on ESL Learners’Listening and Speaking Abilities

Language input in foreign language classrooms is no longer restricted to one particular mode of transmission,but it can be achieved by use of different modes.Multimodality or the combination of various modes has been applied to stimulate foreign language learning.The present paper aims to verify the effectiveness of multimodal input in language learning.It demonstrates the experiment conducted in two freshman classes in a university.The two classes used the same textbook supported by audio CD containing the recorded material.The experiment class,however,additionally has some visuals in listening classes to strengthen the linguistic input.The research lasted for one semester and findings from the study show that multimodal input has significantly improved the listening and speaking abilities of the students and also has positive impacts on the learners’attitudes towards language study.

Some Knacks of Studying English Writing： From My Own Learning Experience

A learner's stages of L2 development are connected by his or her L1 and culture. It is, accordingly, of paramount impor-tance to understand the second language learners' culture and learning process and better assist them through this process in theway of teaching them English writing.This essay has demonstrated several elements which affect learners' English writing throughmy own experiences, such as different cultures, reading and correct recognition of writing, and the writing process.

Magazines for English Language Learners

Dear American Professor, As an English learner, I always try to read as extensively as possible inEnglish. Among a sea of English books, newspapers and periodicals I havedeveloped a special liking for Reader’s Digest. It used to have its namesake

TO WHAT EXTENT IS IT NECESSARY TO TEACH EXPLICIT RULES OF USAGE TO FOREIGN LANGUAGE LEARNERS?

IntroductionNowadays English teachers feel that teaching grammar is a tough problem to solve.Languageteaching is no longer regarded simply as imparting knowledge about the target language,but teachinglearners how to actually use the target language in real-life communication.Developments in modernlinguistic and teaching methodologies have challenged traditional teaching perspectives,however,inChina English teaching is still generally conducted in the traditional way.This is especially so forgrammar teaching.Grammar is so much the main concern in class that it is explained explicitly,andthe language materials and samples are arranged to highlight it.English is taught by giving studentsdetailed explanations of the grammatical points in isolation.Teachers make a careful analysis of thetexts to make sure that students have understood every single word of the text they are learning.Somepeople might think that these students should learn English very well,because they are learningEnglish so systematically,but this is not the case at all.

Teaching and Learning Chinese through Immersion:A Case Study from the North American Context

With the promise of achieving bilingualism,biliteracy,and cultural pluralism,Chinese immersion programs for students from kindergarten to 12th grade(K-12)in North America,especially the US,have been proliferating in the past two decades.Research on this rapidly growing population of non-native Chinese learners is also growing.This research synthesis focuses on 35 selected studies published in recent years on Chinese immersion in both Chinese and English language journals and books.The review found that researchers are exploring a wide range of issues with respect to language and literacy development in Chinese immersion programs,including academic achievement in English,language and literacy acquisition in Chinese,instructional strategies and classroom interaction,as well as learners’language use and its sociolinguistic variations.These studies reflect a growing interest in and demand for learning more about the lesser-researched Chinese foreign language(CFL)learner population,and this review concludes with suggestions for future research on Chinese immersion based on its curricular features as well as specific considerations for conducting research with young,emergent bilingual and biliterate learners.