An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic ap...An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. Thestudy has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.展开更多
It is a not uncommon phenomenon that Chinese students complain that they learn little from native-speaking teachers’classes.The reason for such responses probably comes from‘a large disparity ofexpectations between ...It is a not uncommon phenomenon that Chinese students complain that they learn little from native-speaking teachers’classes.The reason for such responses probably comes from‘a large disparity ofexpectations between teachers and students in terms of teaching style.’(Brumfit:1986:97)According to principles of educational psychology,‘the style of the teacher plays an important partupon learner’s performance.In research by Joyce and Hudson,there were some indications thatteachers and students having similar styles formed the most successful combinations’in terms ofexamination results.(Child 1981:229)By style we mean the way of teaching or learning.No doubt,if we want to make effective use of assistance of native-speaking teachers,we need to know specificallythese two aspects:展开更多
As part of a large reciprocal learning partnership project between Canada and China,this study explored Canadian teachers’perceptions of mathematics teaching in elementary schools in China.Using reciprocal learning a...As part of a large reciprocal learning partnership project between Canada and China,this study explored Canadian teachers’perceptions of mathematics teaching in elementary schools in China.Using reciprocal learning and Activity Theory as the theoretical lens,we collected data,i.e.,classroom observations,group discussion,and informal exchanges from teachers in a pair of research sister-schools in Canada and China.Qualitative data analyses revealed four themes in Canadian teachers’perceptions of the characteristics of Chinese mathematics teaching:an active teacher-student interaction model of questioning-responding,a mathematical knowledge-package summary at the end of each lesson,integration of the history of mathematics into teaching,and the development and implementation of well-structured lessons.Contributions,implications,and limitations of the study in mathematics education and research are discussed.展开更多
文摘An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. Thestudy has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.
文摘It is a not uncommon phenomenon that Chinese students complain that they learn little from native-speaking teachers’classes.The reason for such responses probably comes from‘a large disparity ofexpectations between teachers and students in terms of teaching style.’(Brumfit:1986:97)According to principles of educational psychology,‘the style of the teacher plays an important partupon learner’s performance.In research by Joyce and Hudson,there were some indications thatteachers and students having similar styles formed the most successful combinations’in terms ofexamination results.(Child 1981:229)By style we mean the way of teaching or learning.No doubt,if we want to make effective use of assistance of native-speaking teachers,we need to know specificallythese two aspects:
基金grant from the National Social Science Foundation of China(No.17XMZ032)Chongqing Association of Higher Education(No.CQGJ19A02)+1 种基金Ideological and Political Course at Southwest University(No.20190711)for providing funds to the study.We greatly appreciate the Social Sciences and Humanities Research Council(SSHRC)of Canada which funds the larger Reciprocal Learning Canada-China Partnership Project(898-2021-1011).
文摘As part of a large reciprocal learning partnership project between Canada and China,this study explored Canadian teachers’perceptions of mathematics teaching in elementary schools in China.Using reciprocal learning and Activity Theory as the theoretical lens,we collected data,i.e.,classroom observations,group discussion,and informal exchanges from teachers in a pair of research sister-schools in Canada and China.Qualitative data analyses revealed four themes in Canadian teachers’perceptions of the characteristics of Chinese mathematics teaching:an active teacher-student interaction model of questioning-responding,a mathematical knowledge-package summary at the end of each lesson,integration of the history of mathematics into teaching,and the development and implementation of well-structured lessons.Contributions,implications,and limitations of the study in mathematics education and research are discussed.
