Dictation is a traditional but still widely applied method to teach language vocabulary,grammar structures and other language skills.Because of the teachers’negative opinions on dictation and improper ways of dictati...Dictation is a traditional but still widely applied method to teach language vocabulary,grammar structures and other language skills.Because of the teachers’negative opinions on dictation and improper ways of dictation conduction,dictation hasn’t received a satisfying expectation in English vocabulary teaching in China.This research attempts to find out some innovative dictation activities and some effective techniques which can help English teachers in China conduct dictation in these activities to promote the efficiency of language vocabulary teaching.展开更多
Dictation plays an important role in teaching, learning and testing. But different people have different views about its functions. This paper mainly talks about its advantages—improving students' all-round abili...Dictation plays an important role in teaching, learning and testing. But different people have different views about its functions. This paper mainly talks about its advantages—improving students' all-round ability, exerting positive feedback and practical effect on English teaching and learning, and cultivating students' ability of English comprehension. Then the author puts forward a few suggestions for the training of dictation skills.展开更多
This study examines the effects of reading-listening integrated dictation on Chinese college-level English as a foreign language(EFL) learners’ listening. Different from previous research that explored reading while ...This study examines the effects of reading-listening integrated dictation on Chinese college-level English as a foreign language(EFL) learners’ listening. Different from previous research that explored reading while listening for listening development, this study combined the two skills in dictation in which listening was a continuation of reading. Participants were two groups of firstyear Chinese EFL learners who were exposed to the target language under two conditions: the traditional dictation(i. e., listening-only) and the reading-listening integrated dictation in a counterbalanced order. Three datasets were collected: listening performance, perception questionnaires and follow-up interviews. Results indicated that the reading-listening integrated dictation was superior in terms of learning gains from listening and that their effect was commensurate with dictation text difficulty. The findings also showed that the reading-listening integrated dictation could enhance EFL students’ confidence and interest and make the use of strategies possible during listening.展开更多
Dictation is a complicated process of decoding information and reorganizing meaning of an utterance and it has long been used to measure students' language proficiency and help them to develop accuracy in listenin...Dictation is a complicated process of decoding information and reorganizing meaning of an utterance and it has long been used to measure students' language proficiency and help them to develop accuracy in listening and writing. However, many English majors have poor performance in dictation of TEM-4. The paper tries to discuss the fundamental factors that prevent students from obtaining a relatively high score in dictation and suggests some ways to deal with the problems.展开更多
This paper aims to explore the effectiveness of dictation practice in improving non-English major undergraduates listening comprehension.35 students were selected into the experiment.For the comparison of the experime...This paper aims to explore the effectiveness of dictation practice in improving non-English major undergraduates listening comprehension.35 students were selected into the experiment.For the comparison of the experimental data,we found that students'listening comprehension do improved after 12 weeks training while some other implications also were discussed for further study in order to promote listening teaching and learning.展开更多
This study investigates the cognitive and metacognitive processes used by EFL test-takers in completing a compound dictation test through analyses of their verbal protocols obtained immediately after the test and thro...This study investigates the cognitive and metacognitive processes used by EFL test-takers in completing a compound dictation test through analyses of their verbal protocols obtained immediately after the test and through semi-structured retrospective interviews. The study explores relationships between the test-takers＇ actual performance and the instructions for the compound dictation test, the language abilities measured, any major construct-irrelevant factors affecting the test-taking processes, and the performance patterns of performance across test-takers of different overall proficiency levels. Findings are as follows. （1） Test-takers＇ actual performance does not apparently relate to the instructions given in the compound dictation test, which may raise doubts over the effectiveness of the instructions, thereby posing a potential threat to test validity. （2） Test-takers may pay more attention to the pronunciation of the words to be used to fill the blanks than to the actual meaning of the words, their difficulties in spelling and sentential expression possibly interfering with test performance even though they appear to use a variety of cognitive and metacognitive strategies throughout the test. （3） A number of construct-irrelevant factors posing a potential threat to test validity were found in the test-taking processes. Some of these factors are related to the test-takers, for example, memory capacity, attention failure and psychological factors, while others relate to the test, including speech rate and time constraints. （4） Test-takers in the study at all three proficiency levels appeared not to follow the instructions given in the compound dictation test. However, higher proficiency test-takers appeared to make more frequent use of cognitive and metacognitive strategies, and they appeared to be less influenced by construct-irrelevant factors.展开更多
Heterogeneous nuclear ribonucleoprotein （hnRNP） C plays a key role in RNA processing but also exerts a dominant negative effect on responses to 1,25-dihydroxyvitamin D （1,25（OH）2D） by functioning as a vitamin D ...Heterogeneous nuclear ribonucleoprotein （hnRNP） C plays a key role in RNA processing but also exerts a dominant negative effect on responses to 1,25-dihydroxyvitamin D （1,25（OH）2D） by functioning as a vitamin D response element-binding protein （VDRE-BP）. hnRNPC acts a tetramer of hnRNPC1 （huC1） and hnRNPC2 （huC2）, and organization of these subunits is critical to in vivo nucleic acid-binding. Overexpression of either huC1 or huC2 in human osteoblasts is sufficient to confer VDRE-BP suppression of 1,25（OH）2D-mediated transcription. However, huC1 or huC2 alone did not suppress 1,25（OH）2D-induced transcription in mouse osteoblastic cells. By contrast, overexpression of huC1 and huC2 in combination or transfection with a bone-specific polycistronic vector using a ＂self-cleaving＂ 2A peptide to co-express huC1/C2 suppressed 1,25D-mediated induction of osteoblast target gene expression. Structural diversity of hnRNPC between human/NWPs and mouse/rat/rabbit/dog was investigated by analysis of sequence variations within the hnRNP CLZ domain. The predicted loss of distal helical function in hnRNPC from lower species provides an explanation for the altered interaction between huC1/C2 and their mouse counterparts. These data provide new evidence of a role for hnRNPC1/C2 in 1,25（OH）2D-driven gene expression, and further suggest that species-specific tetramerization is a crucial determinant of its actions as a regulator of VDR-directed transactivation.展开更多
The aim of this study was to demonstrate that indirect mediation in behaviors leads to insensitivity to unethical behavior through a dictator game and to give some implications for safety management. The indirect invo...The aim of this study was to demonstrate that indirect mediation in behaviors leads to insensitivity to unethical behavior through a dictator game and to give some implications for safety management. The indirect involvement in the unethical behavior such as the violation of regulation is believed to lessen the responsibility and the criticism from others for the unethical behavior as compared to the direct involvement in it. The instruction condition for the evaluator of behavior in a dictator game was taken up as an experimental variable. Instruction condition 1 was to pay attention to the behavior of only a dictator. In instruction condition 2, the participant (evaluator) was required to review all players’ behavior and evaluate a dictator. It has been investigated whether allowing indirect actions (mediations) leads to reduced punishment as a function of the instruction condition. While the punishment to the indirectness did not get smaller for instruction condition 2, the punishment to the indirectness tended to get smaller only for instruction condition 1.展开更多
The teaching plan focuses on marriage patterns in British society. After the study, students are able to detect the main idea and supporting arguments.
Dictated handwriting samples are widely used in practice due to their simplicity,convenience,and practicality.However,dictation is typically listed as one of the many collection methods in textbooks and monographs,and...Dictated handwriting samples are widely used in practice due to their simplicity,convenience,and practicality.However,dictation is typically listed as one of the many collection methods in textbooks and monographs,and there is usually no separate section focusing on dictated handwriting samples.Therefore,further study of dictated handwriting samples will have important practical significance.Consideration of the definition,existing problems,collection techniques,and critical aspects of dictated handwriting samples willsupport investigators and document examiners in their professional abilities and contribute to the theoretical system of document examination.In this article,an exploratory analysis will be conducted and ideas about dictated handwriting samples will be shared,including the definition of dictated samples,their relationship to experimental samples,practical problems,feasible collection methods,and some critical points that require special attention.Dictation is widely used but problematic because of a lack of quantity and low levels of comparability.Those difficulties are mainly caused by a lack of theoreticalstudy and understanding of the requirements and collection techniques of dictated handwriting samples among first‑line investigators.Dictated samples should be collected based on subjective and objective conditions of formation with aims to improve comparability and five similarities.Further studies are needed to improve the theoretical system and practical use of dictated samples so that they can contribute to successfully reaching conclusions in investigations.展开更多
文摘Dictation is a traditional but still widely applied method to teach language vocabulary,grammar structures and other language skills.Because of the teachers’negative opinions on dictation and improper ways of dictation conduction,dictation hasn’t received a satisfying expectation in English vocabulary teaching in China.This research attempts to find out some innovative dictation activities and some effective techniques which can help English teachers in China conduct dictation in these activities to promote the efficiency of language vocabulary teaching.
文摘Dictation plays an important role in teaching, learning and testing. But different people have different views about its functions. This paper mainly talks about its advantages—improving students' all-round ability, exerting positive feedback and practical effect on English teaching and learning, and cultivating students' ability of English comprehension. Then the author puts forward a few suggestions for the training of dictation skills.
文摘This study examines the effects of reading-listening integrated dictation on Chinese college-level English as a foreign language(EFL) learners’ listening. Different from previous research that explored reading while listening for listening development, this study combined the two skills in dictation in which listening was a continuation of reading. Participants were two groups of firstyear Chinese EFL learners who were exposed to the target language under two conditions: the traditional dictation(i. e., listening-only) and the reading-listening integrated dictation in a counterbalanced order. Three datasets were collected: listening performance, perception questionnaires and follow-up interviews. Results indicated that the reading-listening integrated dictation was superior in terms of learning gains from listening and that their effect was commensurate with dictation text difficulty. The findings also showed that the reading-listening integrated dictation could enhance EFL students’ confidence and interest and make the use of strategies possible during listening.
文摘Dictation is a complicated process of decoding information and reorganizing meaning of an utterance and it has long been used to measure students' language proficiency and help them to develop accuracy in listening and writing. However, many English majors have poor performance in dictation of TEM-4. The paper tries to discuss the fundamental factors that prevent students from obtaining a relatively high score in dictation and suggests some ways to deal with the problems.
文摘This paper aims to explore the effectiveness of dictation practice in improving non-English major undergraduates listening comprehension.35 students were selected into the experiment.For the comparison of the experimental data,we found that students'listening comprehension do improved after 12 weeks training while some other implications also were discussed for further study in order to promote listening teaching and learning.
基金part of the achievements funded by the Fundamental Research Funds for the Central Universities in China (No. 0205005201030)the National Scholarship Council of China (No. 2010850066)granted to the first author to support a one-year visiting professorship
文摘This study investigates the cognitive and metacognitive processes used by EFL test-takers in completing a compound dictation test through analyses of their verbal protocols obtained immediately after the test and through semi-structured retrospective interviews. The study explores relationships between the test-takers＇ actual performance and the instructions for the compound dictation test, the language abilities measured, any major construct-irrelevant factors affecting the test-taking processes, and the performance patterns of performance across test-takers of different overall proficiency levels. Findings are as follows. （1） Test-takers＇ actual performance does not apparently relate to the instructions given in the compound dictation test, which may raise doubts over the effectiveness of the instructions, thereby posing a potential threat to test validity. （2） Test-takers may pay more attention to the pronunciation of the words to be used to fill the blanks than to the actual meaning of the words, their difficulties in spelling and sentential expression possibly interfering with test performance even though they appear to use a variety of cognitive and metacognitive strategies throughout the test. （3） A number of construct-irrelevant factors posing a potential threat to test validity were found in the test-taking processes. Some of these factors are related to the test-takers, for example, memory capacity, attention failure and psychological factors, while others relate to the test, including speech rate and time constraints. （4） Test-takers in the study at all three proficiency levels appeared not to follow the instructions given in the compound dictation test. However, higher proficiency test-takers appeared to make more frequent use of cognitive and metacognitive strategies, and they appeared to be less influenced by construct-irrelevant factors.
基金supported by the National Institute of Arthritis and Musculoskeletal and Skin Diseases of the National Institutes of Health under Award Number 5R01AR037399the UCLA Vector Core (Emmanuelle Faure and Kip Hermann) for vector and viral preparations supported by JCCC/P30 CA016042 and CURE/P30 DK41301
文摘Heterogeneous nuclear ribonucleoprotein （hnRNP） C plays a key role in RNA processing but also exerts a dominant negative effect on responses to 1,25-dihydroxyvitamin D （1,25（OH）2D） by functioning as a vitamin D response element-binding protein （VDRE-BP）. hnRNPC acts a tetramer of hnRNPC1 （huC1） and hnRNPC2 （huC2）, and organization of these subunits is critical to in vivo nucleic acid-binding. Overexpression of either huC1 or huC2 in human osteoblasts is sufficient to confer VDRE-BP suppression of 1,25（OH）2D-mediated transcription. However, huC1 or huC2 alone did not suppress 1,25（OH）2D-induced transcription in mouse osteoblastic cells. By contrast, overexpression of huC1 and huC2 in combination or transfection with a bone-specific polycistronic vector using a ＂self-cleaving＂ 2A peptide to co-express huC1/C2 suppressed 1,25D-mediated induction of osteoblast target gene expression. Structural diversity of hnRNPC between human/NWPs and mouse/rat/rabbit/dog was investigated by analysis of sequence variations within the hnRNP CLZ domain. The predicted loss of distal helical function in hnRNPC from lower species provides an explanation for the altered interaction between huC1/C2 and their mouse counterparts. These data provide new evidence of a role for hnRNPC1/C2 in 1,25（OH）2D-driven gene expression, and further suggest that species-specific tetramerization is a crucial determinant of its actions as a regulator of VDR-directed transactivation.
文摘The aim of this study was to demonstrate that indirect mediation in behaviors leads to insensitivity to unethical behavior through a dictator game and to give some implications for safety management. The indirect involvement in the unethical behavior such as the violation of regulation is believed to lessen the responsibility and the criticism from others for the unethical behavior as compared to the direct involvement in it. The instruction condition for the evaluator of behavior in a dictator game was taken up as an experimental variable. Instruction condition 1 was to pay attention to the behavior of only a dictator. In instruction condition 2, the participant (evaluator) was required to review all players’ behavior and evaluate a dictator. It has been investigated whether allowing indirect actions (mediations) leads to reduced punishment as a function of the instruction condition. While the punishment to the indirectness did not get smaller for instruction condition 2, the punishment to the indirectness tended to get smaller only for instruction condition 1.
文摘The teaching plan focuses on marriage patterns in British society. After the study, students are able to detect the main idea and supporting arguments.
文摘Dictated handwriting samples are widely used in practice due to their simplicity,convenience,and practicality.However,dictation is typically listed as one of the many collection methods in textbooks and monographs,and there is usually no separate section focusing on dictated handwriting samples.Therefore,further study of dictated handwriting samples will have important practical significance.Consideration of the definition,existing problems,collection techniques,and critical aspects of dictated handwriting samples willsupport investigators and document examiners in their professional abilities and contribute to the theoretical system of document examination.In this article,an exploratory analysis will be conducted and ideas about dictated handwriting samples will be shared,including the definition of dictated samples,their relationship to experimental samples,practical problems,feasible collection methods,and some critical points that require special attention.Dictation is widely used but problematic because of a lack of quantity and low levels of comparability.Those difficulties are mainly caused by a lack of theoreticalstudy and understanding of the requirements and collection techniques of dictated handwriting samples among first‑line investigators.Dictated samples should be collected based on subjective and objective conditions of formation with aims to improve comparability and five similarities.Further studies are needed to improve the theoretical system and practical use of dictated samples so that they can contribute to successfully reaching conclusions in investigations.
