A specific application of task-based learning in teaching vocabulary to young learners and a complete task cycle using role play to present vocabulary in China's private language school would be described in the s...A specific application of task-based learning in teaching vocabulary to young learners and a complete task cycle using role play to present vocabulary in China's private language school would be described in the study. The participants aged between 7 and 9 are thought to be starters according to their language competence in Common European Framework of Reference for language. The rationale for stages in the task cycle will be fully explored with reference to Piaget and Vygotsky's theory in teaching young learners. The advantages of the adoption of TBL with young learners will be illustrated and some possible problems in implementing TBL in China, a representative country of Confucian-heritage culture would also be discussed in the paper. The study indicates that young learners in China are quite welcome this new approach in their English classes, but the targeted learners' age and background information need to be taken into consideration when actually implement this approach.展开更多
In Dakar, Happy Kids Kindergarten has set itself an ambitious challenge： to teach Senegalese toddlers to speak Chinese. This kindergarten, located in Ngor District, boasts of being the first trilingual school in Sene...In Dakar, Happy Kids Kindergarten has set itself an ambitious challenge： to teach Senegalese toddlers to speak Chinese. This kindergarten, located in Ngor District, boasts of being the first trilingual school in Senegal. In addition to French （the country＇s official language） and English, the school also teaches Mandarin. With China being the world＇s most popu lous country and second largest economy, there is much to benefit from it this decision.展开更多
This special issue provides an overview of the xu-argument, a newly emerging view on language acquisition. The view is new in that it makes two key points:i) language is acquired through xu, a Chinese word with a comp...This special issue provides an overview of the xu-argument, a newly emerging view on language acquisition. The view is new in that it makes two key points:i) language is acquired through xu, a Chinese word with a composite meaning of completion, extension and creation(CEC)(Wang, 2016), and ii) high efficiency in learning a language is achieved by xu.展开更多
1 Most people who bother with the matter at all would admit that the English language is in a bad way, but it is generally assumed that we cannot by conscious action do anything about it. Our civilization is decadent ...1 Most people who bother with the matter at all would admit that the English language is in a bad way, but it is generally assumed that we cannot by conscious action do anything about it. Our civilization is decadent and our language-so the argument runs-must inevitably share in the general collapse.展开更多
If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it ...If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.展开更多
针对现有流水线式事件抽取方法依靠大量训练数据、在低资源情况下难以快速迁移运用等问题,利用提示调优技术,提出适用于低资源场景下的流水线式事件抽取方法(low-resource event extraction method using the multi-information fusion ...针对现有流水线式事件抽取方法依靠大量训练数据、在低资源情况下难以快速迁移运用等问题,利用提示调优技术,提出适用于低资源场景下的流水线式事件抽取方法(low-resource event extraction method using the multi-information fusion with prompt tuning,IFPT)。该方法通过构造语义映射和提示模板充分利用事件类型描述、实体类型等多种信息,能够高效使用有限训练数据,流水线式地完成事件检测和论元抽取。实验结果表明,在低资源情况下,IFPT方法论元抽取性能超过了所有基准模型,采取流水线方式能够达到与SOTA模型相媲美的性能。展开更多
The primary concern of this paper is to address the issue of discrepancies between teachers intuitively defined stronger and weaker student argumentative writings.There exists a problem in Chinese university EFL writi...The primary concern of this paper is to address the issue of discrepancies between teachers intuitively defined stronger and weaker student argumentative writings.There exists a problem in Chinese university EFL writing classrooms that the teachers'remarks on student compositions are often found to be rather vague or even unhelpful.Remarks such as Needs further amendment and You wrote just like the way you speak cannot supply students with explicit reasons of what is really needed for their writing improvement.Affirming the dialectal view on text-context relationship held by Systemic Functional Grammar(SFG),the theoretical propositions of Rich Feature Analysis(Barton,2004) are contended to a sound solution to the problem proposed by this paper.To demonstrate its feasibility,the paper followed the gist of Rich Feature Analysis to analyze a corpus of four argumentative writings on same topics.The paper consolidates "the spoken-written continuum"(Barton,2004,p.64),and concludes stronger argumentative writings should own at least one of the following properties: product-like,condensed,recursive,coherent,distanced,and open to scrutiny.The absence of lexical density and nominalization constitutes the main reason for writing deficiencies by tertiary students.The implications for learning the register of schooling are discussed.展开更多
文摘A specific application of task-based learning in teaching vocabulary to young learners and a complete task cycle using role play to present vocabulary in China's private language school would be described in the study. The participants aged between 7 and 9 are thought to be starters according to their language competence in Common European Framework of Reference for language. The rationale for stages in the task cycle will be fully explored with reference to Piaget and Vygotsky's theory in teaching young learners. The advantages of the adoption of TBL with young learners will be illustrated and some possible problems in implementing TBL in China, a representative country of Confucian-heritage culture would also be discussed in the paper. The study indicates that young learners in China are quite welcome this new approach in their English classes, but the targeted learners' age and background information need to be taken into consideration when actually implement this approach.
文摘In Dakar, Happy Kids Kindergarten has set itself an ambitious challenge： to teach Senegalese toddlers to speak Chinese. This kindergarten, located in Ngor District, boasts of being the first trilingual school in Senegal. In addition to French （the country＇s official language） and English, the school also teaches Mandarin. With China being the world＇s most popu lous country and second largest economy, there is much to benefit from it this decision.
基金supported by the MOE Project of the Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies。
文摘This special issue provides an overview of the xu-argument, a newly emerging view on language acquisition. The view is new in that it makes two key points:i) language is acquired through xu, a Chinese word with a composite meaning of completion, extension and creation(CEC)(Wang, 2016), and ii) high efficiency in learning a language is achieved by xu.
文摘1 Most people who bother with the matter at all would admit that the English language is in a bad way, but it is generally assumed that we cannot by conscious action do anything about it. Our civilization is decadent and our language-so the argument runs-must inevitably share in the general collapse.
文摘If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.
文摘针对现有流水线式事件抽取方法依靠大量训练数据、在低资源情况下难以快速迁移运用等问题,利用提示调优技术,提出适用于低资源场景下的流水线式事件抽取方法(low-resource event extraction method using the multi-information fusion with prompt tuning,IFPT)。该方法通过构造语义映射和提示模板充分利用事件类型描述、实体类型等多种信息,能够高效使用有限训练数据,流水线式地完成事件检测和论元抽取。实验结果表明,在低资源情况下,IFPT方法论元抽取性能超过了所有基准模型,采取流水线方式能够达到与SOTA模型相媲美的性能。
文摘The primary concern of this paper is to address the issue of discrepancies between teachers intuitively defined stronger and weaker student argumentative writings.There exists a problem in Chinese university EFL writing classrooms that the teachers'remarks on student compositions are often found to be rather vague or even unhelpful.Remarks such as Needs further amendment and You wrote just like the way you speak cannot supply students with explicit reasons of what is really needed for their writing improvement.Affirming the dialectal view on text-context relationship held by Systemic Functional Grammar(SFG),the theoretical propositions of Rich Feature Analysis(Barton,2004) are contended to a sound solution to the problem proposed by this paper.To demonstrate its feasibility,the paper followed the gist of Rich Feature Analysis to analyze a corpus of four argumentative writings on same topics.The paper consolidates "the spoken-written continuum"(Barton,2004,p.64),and concludes stronger argumentative writings should own at least one of the following properties: product-like,condensed,recursive,coherent,distanced,and open to scrutiny.The absence of lexical density and nominalization constitutes the main reason for writing deficiencies by tertiary students.The implications for learning the register of schooling are discussed.
