To implement quality-oriented education in colleges and universities,the courses guide and significantly promote the holistic cultivation of students’personalities,while also rounding out the university curriculum.Ho...To implement quality-oriented education in colleges and universities,the courses guide and significantly promote the holistic cultivation of students’personalities,while also rounding out the university curriculum.However,the learning effects are not expected.The authors develop a model on student learning intentions based on a questionnaire survey of 5,000 undergraduates in Eastern China,utilizing multiple regression analyses.Our results show that learning intention is closely related to course information transparency,teachers’opportunistic behaviors,the perceptions of students towards the course,and their trust in the classroom experience.Consequently,to decrease the degree of student asymmetric perceptions of information,course information transparency should be improved,and opportunistic teacher behaviors should be eliminated.This may result in enhancing students’learning intentions.展开更多
Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own...Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own characteristics and advantages, and thus they may play unequal roles in learners' vocabulary acquisition. This essay will compare intentional and incidental vocabulary acquisition approaches as well as explore to what extent these two approaches are effective.展开更多
College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire wo...College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire words. Thus, the purpose of this study was to examine a series of vocabulary tasks from one English learning website by revealing their induced involvement loads and the effects of the loads on learners＇ vocabulary acquisition. Sixty-four sophomore non-English majors were at intermediate English proficient level. They were randomly assigned to four groups representing four learning conditions doing from none to three post-reading activities, respectively. The results showed that similar increase on the retention of word meanings was observed between any two exercises. Furthermore, the significant difference was found between the first and the fourth learning conditions. This suggests that after doing three post-reading exercises, reaching five involvement loads, the EFL learners could make a difference on word gains.展开更多
基金This study was supported by the Innovation and Entrepreneurship Program of Anhui University of Science and Technology,China(201510361336)the Quality Engineering Program of Anhui Province,China(2015jyxm128)the Major Teaching Reform Program of Anhui University of Science and Technology,China(2014zdxm033).
文摘To implement quality-oriented education in colleges and universities,the courses guide and significantly promote the holistic cultivation of students’personalities,while also rounding out the university curriculum.However,the learning effects are not expected.The authors develop a model on student learning intentions based on a questionnaire survey of 5,000 undergraduates in Eastern China,utilizing multiple regression analyses.Our results show that learning intention is closely related to course information transparency,teachers’opportunistic behaviors,the perceptions of students towards the course,and their trust in the classroom experience.Consequently,to decrease the degree of student asymmetric perceptions of information,course information transparency should be improved,and opportunistic teacher behaviors should be eliminated.This may result in enhancing students’learning intentions.
文摘Vocabulary learning and teaching usually consists of two components, namely, intentional vocabulary acquisition and incidental vocabulary acquisition. Indeed,intentional learning and incidental learning have their own characteristics and advantages, and thus they may play unequal roles in learners' vocabulary acquisition. This essay will compare intentional and incidental vocabulary acquisition approaches as well as explore to what extent these two approaches are effective.
文摘College EFL learners in Taiwan are often required to do online reading after school to get more exposure to English. Websites designed for EFL learners often provide some post-reading exercises to help them acquire words. Thus, the purpose of this study was to examine a series of vocabulary tasks from one English learning website by revealing their induced involvement loads and the effects of the loads on learners＇ vocabulary acquisition. Sixty-four sophomore non-English majors were at intermediate English proficient level. They were randomly assigned to four groups representing four learning conditions doing from none to three post-reading activities, respectively. The results showed that similar increase on the retention of word meanings was observed between any two exercises. Furthermore, the significant difference was found between the first and the fourth learning conditions. This suggests that after doing three post-reading exercises, reaching five involvement loads, the EFL learners could make a difference on word gains.
