LEARNING STYLE PREFERENCES AND BALANCED LEARNERS

Just as students have different personalities, so do they have various learning styles. Why Otherwise might two people,compatible in age, intelligence and expectations, exposed to the same amount of opportunity, react so differently?Although an individual’s learning style is regarded as relatively fixed and not easily changed, it is possible to help learners explore their own preferences and to shape their learning approaches to meet the demands of the requirements of what they intend to achieve. Using Honey and Mumford’s Questionnaire and the systemized theory behind the questionnaire for analysis, this paper presents two arguments: 1. Trainers can help learners identify their learning style preferences and increase their awareness about them.2. Learners can become more effective learners once they are aware of their learning styles and the strong points and weak points of the different styles. The results of the investigation support the two arguments.

The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

A Study of Written Corrective Feedback and Its Effect on Chinese Junior Learners＇ English Writing

This study was designed to investigate the effect of written corrective feedback （WCF） on junior English learners＇writing. Eighty-two Chinese junior students from two classes were observed in a draft-to-draft writing program.Results included error distribution and WCF＇s effect on the subjects＇ writing. Specifically, the number of localerrors dropped more significantly than that of global errors. Both direct feedback （DF） and indirect feedback （IF）worked for local errors, but they did not have noticeable effects on global errors. For some errors as wrong word,DF was almost helpless in eliminating them, but IF worked better since it could engage students in reflecting ontheir own errors. For Chinglish and word order errors, however, IF＇s role was very limited in revision andcorrection, due to students＇ inefficient syntactic knowledge. This study indicated that WCF had varying effects fordifferent types of errors and a combination of DF and IF might be more helpful. In addition, positive input andcertain amount of explicit grammar teaching are necessary for long-term improvement of accuracy in writing.

Teachers' Oral Corrective Feedback and Its Influence on Learner Uptake in the Classes of Teaching English as a Foreign Language for Minority Students in Xinjiang Junior High Schools

The present study explored the features and the effectiveness of teachers' oral CF in the classrooms of Teaching English as a Foreign Language(TEFL) for minority students in Xinjiang junior high schools. The analytical framework of this study consulted Lyster's(1998) coding scheme. 720 minutes of classroom observation were recorded and transcribed. The database was coded and the distribution of errors, CF and uptake was analyzed.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

The Effects of Learner’s Individual Differences on the Written Corrective Feedback

From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.

Exploring Chinese EFL Teachers’ Verbal Feedback in Shaping Learner Contributions

Shaping learner contributions(SLC)in teacher's verbal feedback as an essential aspect of classroom interactional com-petence(CIC)to encourage modified language output and negotiation for meaning has been considered as facilitative for SLA,yet less recognized.This study explores classroom discourse to understand teacher's talk in SLC from two Chinese EFL classrooms,aiming to provide suggestions for EFL classrooms to enhancelearning.By integrating the results fromclose analysis and IDLab,16 SLC feedback strategies have been elicited,such as scaffolding,extending wait-time,code-switching,etc.,most of which are con-sistent with previous studies except for a new discovery,termed as emphasizing knowledge,but it reveals thatthey are not always constructive with respect to CIC.Thus,this study contributes a significant role in helping teachers and teacher education adopt ef-fective teaching practices and in introducing the new thought of CIC into the Chinese EFL context.

Scaffolding Information of Learner’s Dictionaries for L2 Writing: A User Perspective

As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indispensable partof scaffolding in the L2 writing feedback system. However, the effects of dictionary use in L2 writing have longbeen ignored either in L2 writing pedagogy or in learner lexicography. By applying the concept of “scaffolding” topeer feedback as the theoretical framework, this study first clarifies three distinct types of scaffolding informationpresented in current English learner’s dictionaries, and then makes an investigation into EFL learners’ perceptionand practical use of scaffolding information in their English writing. Results show that most EFL learners havepositive attitudes towards scaffolding information and its role in motivating effective feedback in English writing.But their practical use of such information is not satisfactory owing to their inadequate skills and knowledge ofdictionary use. This reflects a high demand of a dictionary use course in universities, which will help to raise EFLlearners’ dictionary use efficiency as well as improve English teachers’ lexicographical expertise in English writingpedagogy.

同伴纠正性反馈效果研究综述

反馈(feedback)最早来源于控制论。在教育教学中,有效反馈可以促进学习者的学习与发展。反馈可分为正反馈和负反馈,其中纠正性反馈属于负反馈的重要分支。纠正性反馈根据不同来源可分为教师纠正性反馈、同伴纠正性反馈和自我纠正性反馈。文中聚焦同伴纠正性反馈,将自我效能感、社会文化和认知互动作为理论支撑,以学习者投入这一概念为切入点,回顾并总结同伴纠正性反馈对学习者情感、行为和认知投入三个维度的有效性:学习者因为对同伴纠正性反馈有兴趣,进而提高其学习自信、增强学习内在动机;反馈者和被反馈者均通过同伴纠正性反馈提升个人学习能力;学习者通过识别修正错误、监控学习过程,促进意义创建和知识构建,进而提升个人认知水平。最后概括并归纳同伴纠正性反馈的局限性,对未来的研究方向提供建议。

人机混合反馈环境对本科生学术英语写作反馈投入影响研究

反馈是教学的关键环节,有助于激发学习内动力,促进学习投入。但反馈是否生效取决于学习者的反馈投入。近年来,针对学习者在二语写作教学反馈的被动投入,国内外研究开始聚焦反馈与学习投入的相关性,但这些研究多脱离真实教学情境研究单种反馈对学习投入的影响。通过对学生成绩、学生写作文本修改稿及访谈等数据分析人机混合反馈对本科生学术英语写作的影响,发现:人机混合反馈对反馈投入有显著影响。研究结果可对学术英语写作教学及学习投入研究提供借鉴与参考。

基于隐式反馈和加权用户偏好的推荐算法

针对现有隐式反馈算法中正负样本划分不合理、忽略用户操作频次、无法准确建模用户偏好等问题,提出一种基于隐式反馈和加权用户偏好的推荐算法(IFW-LFM)。该算法考虑了用户操作频次与正负样本划分间的关系,学习并改进wALS算法,根据用户操作频次从缺失值中重新挖掘潜在正负样本,将用户操作频次大于1时的样本设置为正样本,用户操作频次为1或0时的样本为正样本或负样本,不再需要人为引入负样本;根据用户操作频次对用户偏好程度的影响,定义了置信度,明确用户偏好,并将其应用在隐因子模型的框架中;利用用户收听歌曲起止时间、收听时长等隐式反馈数据,提高隐式反馈样本利用度。在两个音乐数据集上的对比实验结果说明,该算法在准确率、召回率与NDCG值上与5个经典隐式反馈算法(UserCF、ItemCF、LFM、BPR、SVD)相比最大平均提升了45.81%,83.83%和60.33%,具有更优的推荐效果。

基于纠正性反馈的口译学习投入研究

本研究采用口头报告、半结构化访谈、反思日志、问卷调查等方法,从情感、认知和行为三个维度分析了国内某高校六名MTI口译学习者对教师反馈的投入。研究发现:(1)学生普遍能积极采用认知及元认知策略回应教师反馈,但不同个体在认知的意识层面存在较大差异;(2)学生的反馈摄取率整体较高,有少量的可观测性策略使用;(3)学生产生了多样的学业情绪,按出现频次从高到低依次为:正性低唤醒情绪、正性高唤醒情绪、负性高唤醒情绪和负性低唤醒情绪。学生的反馈投入类型主要表现为主动型投入和构建型投入。本研究对于促进口译教学中的反馈投入机制研究有一定启示。

计算机反馈对学习的影响及其作用机制

随着网络教学的普及,大量研究关注计算机反馈对学习的影响。计算机反馈是指计算机系统在学习者做出反应后自动提供的旨在帮助学习者确认、调整或重构已有知识观念的信息。综述以往研究发现,计算机反馈是提升学习效果的重要教学设计,但计算机反馈的积极效应会受到反馈特征、学习者的先前知识经验、动机信念,以及任务难度、任务类型等因素的调节。基于现有实证证据和理论视角,综述提出了计算机反馈影响学习的整合模型,新模型强调计算机反馈作用于学习结果的路径主要包括两个方面:一方面,不同特征的计算机反馈会通过引发学习者不同的反馈感知和自我调节学习过程间接影响学习结果;另一方面,反馈特征与学习者特征、任务特征之间存在交互作用共同影响学习者的反馈感知、自我调节学习过程以及学习结果。未来研究应从边界条件、作用机制等视角深入探究计算机反馈的教学作用。

师生互动中组块化反馈促进长时学习迁移:行为和近红外超扫描研究

精细内容反馈促进深层次的学习,如迁移。但在师生互动中反馈的呈现方式如何影响长时学习迁移及其人际神经基础尚不清楚。本研究采用面对面的师生问答反馈任务,通过两个双人实验(行为学、近红外超扫描),探究反馈的组块化呈现对学习迁移的长时促进作用、认知过程及其人际神经基础。结果发现,组块化反馈促进低知识基础学生的长时迁移。组块化错误修正在反馈呈现方式和长时迁移之间起中介作用。提供与接收组块化反馈过程中,师、生在额、顶叶出现更大的脑间同步,且额叶的脑间同步预测长时迁移与组块化错误修正。上述结果从人际视角为课堂中真实发生的教学反馈的认知神经基础提供新的理解,也为提高教学反馈效果和效率提供一些实践启示。

基于用户偏好的反馈式停车场车位推荐模型研究

为缓解城市停车难题,提升停车场智能化水平,提出了一种车位推荐算法,通过从用户和系统两个方面考虑,采用用户个人打分的AHP方法,充分考虑用户个性化偏好,同时加入占用率作为约束,兼顾系统均衡,为停车者提供停车位推荐方案,并可根据用户实际选择,引入多重约束条件,通过Lagrange乘数法,进行权重调整,提高算法准确性。本算法的应用将提升用户停车体验、改善场内交通拥堵、提高停车场运行效率和抗风险能力,提高路网交通韧性。

一种基于优先度推荐的新型P2P网络信任模型

为解决现有的P2P网络存在的诸多问题,提出了一种基于优先度推荐的P2P信任模型,引入了时间衰减因子来解决信任模型的滞后性问题,同时将优先度加权推荐机制与反馈结果相结合来综合考量节点信任度的计算。实验表明,该信任模型能有效解决节点信任的敏感度和公平性问题,并且可以迅速提高P2P网络的服务质量。

选择盲:你不一定知道自己在选择什么

选择盲是指个体不能觉察他们的偏好与决策结果之间的不匹配,即人们不能发现真实偏好被操纵,这一现象在行为经济学中普遍存在。记忆表征理论主要从记忆表征编码的角度分析人们为什么不能发现选择的改变,选择偏好理论则着重分析人们偏好反转的原因。选择盲的影响因素主要包括选项相似性和虚假反馈等。未来的研究需要从选择盲的心理机制与产生根源、影响因素和应用研究等方面进一步探讨。

基于生理反馈的城市滨河步道对青年人压力缓解的研究

现今社会竞争日益激烈,青年人的精神压力不断增加。现有研究表明,自然环境对人们的身心健康有着积极的影响,但目前与人们生活密切相关的城市中的自然环境对健康的促进作用研究较为缺乏。通过采集参与者在2段差异性高的滨河实景环境中行走的生理信号和眼动数据,探究不同滨河步道景观下青年人的压力缓解情况和视觉特征。研究结果表明:(1)以SDNN、RMSSD和Lorenz散点图为代表的心率变异性特征(HRV)在不同区段的滨河步道下呈现明显差异,绿化程度高的场景对压力的缓解作用更强;(2)不同场景下的视线特征与压力缓解有一定的关联性,行人的视线多偏向于步道滨水侧开敞度高的空间,经过绿化程度高或有休憩空间的滨河步道场景时,行人的视线更分散,压力缓解效果更佳。将缓解压力作为滨河步道的景观功能之一,通过主动干预有针对性地进行滨河景观类型与植物种植的改造,以期达到更好的滨河步道环境提升效果。

融入学习者模型在线学习资源协同过滤推荐方法

在线教育存在"信息迷航"问题,而传统的信息推荐方法往往忽视教育的主体—学习者的特征。本文依据教育教学理论,根据在线教育平台中的学习者相关数据,研究构建了适用于在线学习资源个性化推荐的学习者模型。以协同过滤推荐方法为切入点,融合学习者模型中的静态特征和动态特征对协同过滤方法进行改进,建立融入学习者模型的在线学习资源协同过滤推荐方法。以2020年3~7月时间段的东北石油大学"C程序设计"课程学生的真实学习数据和行为数据为数据集,对本文提出的方法进行验证和对比,最后证明本文提出的方法在性能上均优于对比方法。

国外二语学习者作文书面纠错性反馈研究

在过去的30多年里,教师书面纠错性反馈的功效一直是二语写作教学理论和实践关注的焦点,学者们纷纷就Hendrickson提出的5个问题阐明了各自的观点,并做了大量的研究。虽曾有学者对纠错的功效提出质疑,甚至主张完全摒弃纠错,但大量的研究表明纠错的确有助于提高学习者的写作能力。纠错是一个复杂的过程,其有效性受多方面影响,国内外语界应借鉴这些研究成果,深入研究影响纠错有效性的因素,探索有效的纠错途径。