Effects Of Subjective Factors On Second Language Learnig(L2L)

In order to promote the activeness and initiative of learners and allow them to take theirlearning advantages,a teacher should be fully aware of the psychological process and models ofL2L．For no matter how well learners can command a language,their subjective incentives play adecisive role,that is the case particularly for non—Eniglish majors,who are always exposed tocrowded,serious and teacher—centred learning contexts.

The Correlation between L1A and Second Language Teaching

L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and its connection with L2 Teaching are analyzed,along with a discussion on the relationship between L1A,L2A and L2 Teaching.The limitation of L1A to L2T is elaborated from the aspect of literacy,age and time distinction.

Native Speaker and L2 User in Language Teaching

The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this paper argues that the obligation of the lan guage teacher is to help students to use L2 effectively not to simply imitate native speaker.A successful L2 user who comes from the group of L2 learners can be a model for students.Therefore,non-native teachers with a high degree of language proficiency and good teaching skills can be ideal and qualified language teachers.

The Negative Influence of the First Language on the Second Language Learning

Except for positive transfer, the first language has a bad effect on people's second language learning undoubtedly, which is the very thing all second language learners ought to pay attention to and overcome.

An Exploration of the Influence of Willingness to Communicate on Second Language Communication

This qualitative study aims at exploring the influence of L2 learners' willingness to communicate(WTC) on second language communication. The participants involved in this study were 7 beginners learning Mandarin in a Chinese university whose native languages were totally different. Multiple sources of data were collected, including classroom observations, semistructured interviews and stimulated recalls. The results indicate that the students with higher level of WTC were more fluent in L2 Chinese communication, and the student whose native language or second language is Russian performed better in Chinese communication.

Use of Native Language in Foreign Language Classroom

Throughout decades of foreign language(L2) teaching,a recurring issue has been the role of the first language(L1) in the classroom.A long-term and wide-ranging debate persists regarding practical and theoretical questions about the significance of the L1’ s obvious influence on the L2 being learned.Although many feel that the L1 should not be used in the classroom,other researchers, teachers,and learners do see a role for the L1 and support its use as a communication strategy and instructional tool.This article will look at the historical background of this topic,and describe how the L1 is currently being used in the L2 classroom,including in written translation activities.A specific explanation will also be given about the benefits of using translation for assessing reading comprehension.

Differences in the Motivation of Teenage Learners of English in A Chinese Language Context

This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s research with my professional teaching experience,this paper found that students who learn English for the purpose of passing the exam,ought-to L2self dimension is the highest,with L2 learning experience and ideal L2 self following behind.Students who tend to live or study abroad,ideal L2 self is the best predictor,followed by L2 learning experience and ought-to L2 self.This indicates that teachers should improve teaching methods,apply motivational strategies in the classroom,and encourage and help students to use selfmotivating strategies to motivate themselves.

Lexical Richness and Overall Language Proficiency

This study investigated the relationship between lexical richness in L2 writing and overall L2 proficiency.Three measures of lexical richness were identified and operationalized,i.e.lexical density,lexical sophistication and lexical diversity.The study collected 48 sets of texts written by learners at different proficiency levels from the ICNALE(International Corpus Network of Asian Learners of English),and the learner texts were analyzed for lexical richness using a web-based lexical complexity analyzer.The quantitative analysis revealed a lack of significant difference in lexical richness between different proficiency levels.Relevant pedagogical implications were discussed.

The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom Level

With a growing number of foreign language studies on proficiency outcomes,it is imperative to address the challenge of measuring students’proficiency development in a language program where standardized proficiency testing is not readily available.This article reports administering a Chinese elicited imitation test(EIT)by an instructor to track students’global oral proficiency development in a small language program in a mid-size U.S.public university.The test results from the EIT of second language(L2)Chinese suggest that this tool can provide the instructor with valuable insights into students’oral proficiency.This study also discusses the potential practical value of using this EIT in a language program with limited resources for standardized proficiency assessment.The hope is that this study will encourage language educators who are not already doing so to start using empirical evidence from a valid and reliable proficiency measurement tool to reflect on,improve,and guide their instructional practices.

关于凸区域上椭圆方程的弱解及其导数的L^2-估计

研究了有界凸区域上非齐次散度型二阶椭圆方程- i( aij( X) ju( X) +bi( X) u( X) ) +ci( X) iu( X) +c( X) u( X) =f( X)的非零 H1 0 -解 u的二阶导数的 L2估计 ,得到弱解 u∈H2 ( D)∩H1 0 ( D)且有精确估计‖u‖H2 (D) ≤Cdiam(D) 2 ·‖ f‖ L2 ( D) ,常数 C与区域 D的直径等无关 .

THEORY AND APPLICATION OF FRACTIONAL STEP CHARACTERISTIC FINITE DIFFERENCE METHOD IN NUMERICAL SIMULATION OF SECOND ORDER ENHANCED OIL PRODUCTION

A kind of second-order implicit fractional step characteristic finite difference method is presented in this paper for the numerically simulation coupled system of enhanced （chemical） oil production in porous media. Some techniques, such as the calculus of variations, energy analysis method, commutativity of the products of difference operators, decomposition of high-order difference operators and the theory of a priori estimates are introduced and an optimal order error estimates in l^2 norm is derived. This method has been applied successfully to the numerical simulation of enhanced oil production in actual oilfields, and the simulation results ate quite interesting and satisfactory.

Numerical Experiments Using MATLAB: Superconvergence of Conforming Finite, Element Approximation for Second Order, Elliptic Problems

The superconvergence in the finite element method is a phenomenon in which the finite element approximation converges to the exact solution at a rate higher than the optimal order error estimate. Wang proposed and analyzed superconvergence of the conforming finite element method by L2-projections. The goal of this paper is to perform numerical experiments using MATLAB to support and to verify the theoretical results in Wang for the superconvergence of the conforming finite element method (CFEM) for the second order elliptic problems by L2-projection methods. MATLAB codes are published at https://github.com/annaleeharris/Superconvergence-CFEM for anyone to use and to study.

A Study on Developmental Pattern of a L2 Learner's Motivation

This thesis attempts to find out the the learner's L2 attitudinal and motivational changes through the time of learning.This thesis employs qualitative approach to analyze the data collected from the interview. Based on the analyses, it shows that L2learner's motivation does not stay relatively stable but rather evolutes over time.

Fossilization in L2 Learners

In the areas of second language acquisition, fossilization is one of the significant and popular topics that many research?ers have argued for. With decades of study on this topic, there exist a lot of uncertainties and hypotheses from definition to de-fos?silization. This essay mainly focuses on complicated causes for fossilization.

A Review of Research on Technology-Assisted Teaching and Learning of Chinese as a Second or Foreign Language from 2008 to 2018

More and more studies are examining the use of technology in the teaching of Mandarin Chinese as a second or foreign language(L2 Chinese).The current study involved a systematic review of the literature in the field published outside China from 2008 to 2018.A total of 33 studies met the inclusion criteria.The current review study aimed:(1)to examine the research topics and technologies used in the literature;(2)to identify the benefits of,and challenges involved in,the use of technologies in L2 Chinese teaching and learning;and(3)to suggest implications for practitioners and directions for further research.The review study provides educators and researchers with an overview of recent developments in this field,which could be helpful in informing teaching practice and further research.

具有抽象约束的l-稳定函数的多目标优化问题的二阶充分条件

对于多目标优化问题而言,二阶最优性条件在优化理论中占有非常重要的地位,尤其是多目标问题的二阶充分条件,因为它能保证求得的解确实是原问题的有效解。在已有的无约束l-稳定函数多目标优化问题的二阶充分条件的基础上,借助定向距离函数和l-稳定函数的性质及引入的广义二阶Peano(Dini)方向导数,进一步刻画了具有抽象约束的l-稳定函数的多目标优化问题的二阶孤立极小点的二阶充分条件。

Intercultural Competence Development of Chinese Students After a Short-Term Study Abroad Experience

This study investigated Chinese students’ intercultural competence and linguistic growth during a six-week study abroad program. The students and their professor participated in pre- and post-tests covering written and oral language competency as well as intercultural competence. The Global Scale of English assessed student language development to determine linguistic growth and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) was used to determine student growth of intercultural competence skills, specifically related to cultural knowledge, skills, attitudes, and awareness as a result of their experiences in a non-Western context. Results indicated that students experienced a change in the salience of intercultural knowledge themes over their period abroad, as well as improved their individual language abilities. This study provides suggestions for future programming focused on the development of Chinese student intercultural competencies during short-term study abroad experiences in Western university environments.

Mock Conference’s Impact on Internalizing Translating and Interpreting Learners’ Motivation

The internalization of motivation in second/foreign language(L2)learning and the use of mock conferences(MCs)to prepare translating and interpreting learners for future professional careers have been widely researched by scholars,but whether MC can facilitate the internalization of T&I learners’motivation is under-researched.Based on self-determination theory(SDT),this thesis investigates the effectiveness of MC in facilitating internalization of motivation through an empirical study which involves a 2-week long pedagogical experiment on two parallel classes of T&I learners taught by the same teacher in their 1st year of graduate study at Graduate School of Translation and Interpretation,Beijing Foreign Studies University.The research shows that compared with traditional teachercentered teaching model,MCs can better facilitate internalization of T&I learners’motivation.This article justifies the use of MCs as a situated approach in interpreting teaching and describes the design of MCs according to the psychological needs of SDT.In addition,the paper offers suggestions for further improvement of MCs design at the postgraduate level.

An Analysis of the Influence of Motivation on Learners’Learning Outcomes Based on the Bilingual Motivational Self-system

With the deepening of the understanding of second language learning, we have made a deeper exploration of the factors that affect the learning effect of learners. Among them, motivation, as the influence factor second only to academic technology, has been widely concerned by scholars at home and abroad. Dörnyei put forward the theory of second-language motivation self-system in 2005;the two-language motivation self-system mainly consists of three components, namely, the ideal two-language self, should be two-language self, and second-language learning experience.