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.

Promoting language Learners＇ Autonomy in Cooperative Learning

Learner Autonomy （LA） is the desirable goal of the education. To date, many Learner Autonomy training programs have been carried out in foreign language teaching. Cooperative Learning （CL） is a language teaching and learning strategy which gets learners actively and cooperatively involved in learning a foreign language in groups. Both of them have been respectively advocated from pedagogical point of view and from the perspective of philosophy. However, being autonomous does not necessarily mean learning alone. Language learners should learn cooperatively and autonomously. It is the author＇s contention that CL is a good method to promote LA. CL has positive effects on both students＇ readiness and their ability to be more autonomous. CL enhances self-esteem and self-confidence, increases high motivation, encourages learners＇ responsibility for learning, enhances self-management skills, increases support for language learners to move from interdependence to independence. The paper stresses in the end that promoting LA is the teacher＇s long-term pedagogic goal.

Analysis of Good Language Learner Strategies

This paper is intended to introduce some helpful learning strategies to language learners by brief analysis of Good Language Learner （GLL） strategies. As is shown, many different factors affect language learning and the important one of them is individual differences — different motivation, different aptitude and different learning strategies, etc.— which can lead to various achievements in language learning. Therefore, learners should try to employ the most appropriate learning strategies in order to get desired achievements.

A Comparison between Good and Poor Language Learners in Vocabulary Learning

This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies. It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.

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.

The Use of Children＇s Literature With University English as a Foreign Language Learners in Taiwan

This paper reports findings from a longitudinal qualitative study that investigated the use of children＇s literature for Taiwan Residents University English as a Foreign Language （EFL） students＇ reading. During the course of their sophomore year, 17 students participated and each student held two to seven individual reading sessions, to which they brought a self-selected children＇s picture storybook or children＇s novel they had finished reading on their own and orally read it to the researcher. Their oral reading and the discussion of each book with the researcher were audio recorded. To gain insight into the reading progress, these oral data were categorized and analyzed in terms of mispronunciation patterns, misunderstanding of vocabulary, misinterpretation of sentence or passage, and researcher＇s guidance. General findings of the 17 participants were presented in three categories： （1） vocabulary acquisition, （2） common comprehension problems, and （3） common pronunciation problems. Further analysis of two motivated students who read five to seven books revealed that （1） these two EFL learners gradually developed conscious awareness of their own pronunciation and comprehension errors and （2） they progressively acquired better competence to apply the pronunciation tips and reading comprehension techniques provided by the researcher during previous sessions. These findings and corresponding implications are discussed and further research suggestions are made.

Technology-Assisted Reading Instruction for English Language Learners:A Methodological Review

Purpose:By methodologically reviewing the literature on Technology-Assisted Reading Instruction(TARI)for English Language Learners(ELLs)in K-12 settings,this study aims to advance the knowledge of TARI research and guide future research directions.Design/Approach/Methods:This study examines 32 peer-reviewed journal articles published between 2000 and 2020.Each article was analyzed for research objectives,reading skills,learner demographics and contexts,theoretical frameworks,research designs,and outcomes.Findings:A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments,but limited attention to learners'literacy practices and interactive engagement in digital contexts.Additionally,there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs'reading progression and a continued emphasis on developing traditional literacy over multimodal literacy.TARI can enhance reading motivation,foster collaborative learning,provide scaffolding,improve reading performance,andexpand semiotic resources.Originality/Value:As one of the first comprehensive methodological reviews of TARl,this study elucidates ELL reading education in the era of multiliteracy.Results have implications for technology-mediated education,which expanded rapidly during the COVID-19 pandemic.

The Dynamic Interplay Between Language Motivation and English Speaking Fluency:Implications for Effective Teaching Strategies

In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.

Jigsaw Strategy as a Cooperative Learning Technique:Focusing on the Language Learners

拼图式教学法是一种合作学习的技巧。自从此教学法创立以来,研究者和教师们一直在不同层次和不同学科的课堂上以各种各样的方式研究它。然而,本研究不同于以往的研究,其目的在于探索在大学英语课堂上能否成功地运用拼图式教学,将听、读、重复、背诵、复述以及写融为一体(即L+4R+W),完成教学任务。课堂实施拼图式教学实验后,研究者进行了问卷调查,分析了调查结果,并提出相关的看法。在英语作为外语的课堂上实施拼图式教学策略可以使语言学习者成为课堂的中心,使语言学习成为学习者之间相互依赖而不是彼此独立的活动。本研究得出的结论是:拼图式教学策略不仅是英语作为外语的课堂上以语言学习者为中心来完成学习任务的有用技巧,而且是督促学生参与课堂活动、调动学生学习热情的一种有效方式。

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.

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.

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

Learner Beliefs of Language Learning Revisited

Learner beliefs of language learning are of critical importance to the success or failure of any student＇s efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language learning have been reviewed and summarized. The learner beliefs in Chinese context are also discussed. It is suggested that it is premature to determine learner beliefs in Chinese context and to conclude that cultural differences have great influences on learner beliefs. More researches need to be conducted by means of more various research methodolozies.

How to Promote Learner Autonomy in the Language Classroom

Learner autonomy is an effective way to improve the efficiency of ELT. This paper makes a preliminary study on the possible approaches to promote learner autonomy in the language classroom.

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:

Movies—Better Way to Develop Learners＇ Motivation

This article discusses some theories relating to language learning and motivation. Considerable confidence is placed in the value of movies to enhance the learning of English language. From the author＇s own observation and experiences, movies are used to improve learners＇ motivation academically in three stages in addition to the discussion and evaluation of the activities in the three stares.

Interlanguage Fossilization in Chinese EFL Writing --An Empirical Research of 20 English Major Students

This research is designed to investigate interlanguage fossilization in Chinese college students＇ written output. Twelve common linguistic errors from 20 Chinese EFL （English as a foreign language） learners＇ writing assignments are observed. Results show that among 12 typical errors, five types of errors are declining while the rest are increasing, indicating a tendency towards fossilization. Analysis shows that negative/corrective feedback has played a key role in reducing fossilization of some errors, but it does not work in every case. Some errors tend to be fossilized for several reasons. First, language items that do not have a direct form-function relationship are likely to be fossilized. Second, advanced learners create their own language system and neglect the basic rules of grammar. Third, task difficulty takes learners＇ attention away from form to meaning. Fourth, ingrained thinking patterns have a great impact on how learners organize their thoughts in writing. It is true that many Chinese EFL advanced learners reach a plateau in the process of acquiring English. However, attention, consciousness, and training of self-monitoring ability will help destabilize their interlanguage system.