低学段语文阅读教学“得言”的“雾化”之法

语文阅读教学的要意是让学生通过对文本的阅读“得意”“得言”“得法”。课外阅读可以“不求甚解”，可以“得意而忘言”，课内的阅读教学却应“得意”又“得言”，既要读懂课文，明了文章的“心意”，又要学得、习得表达的方法，了悟表达这一“心意”所用的策略，并尝试模仿运用。从学生的实际学习效果来看，“得意”容易“得言”难，而对于低学段的学生来说更是如此。

引导学生“得言”策略举隅

既“得意”又“得言”，才是真正意义上的阅读教学。怎样做才能成功地引导学生深入语言，品味语言通用的妙处，有效地提高学生“得言”的能力，本文作者结合教学实例，对此问题作了论述。

“得意”又“得言”——提高中学语文教学实效性方法初探

语文是最重要的交际工具。中学语文教学中实现指导学生正确地理解和运用祖国语言,丰富语言的积累,培养语感,发展思维,提高语文能力,进而提高学生综合能力这一目标,是中学语文教学的重要任务。本文试论中学语文课堂教学过程实施读写并重的教学方法运用的问题,探讨提高语文教学时效性、提高中学学生语文能力的方法。

Some Differences Between English and Chinese and the Negative Transfer of Mother Tongue in EFL Learning

The paper discusses 3 significant differences between Chinese and English. It proposes that because of the differences, the transfer of mother tongue into the target language tends to appear in the negative form. The negative transfer of Chinese into English is the major cause of the so-called Chinglish. The paper states some forms of the negative transfer.

On Second Language Learners＇ Lexical Competence

The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the discussion, the author finds that second language learners＇ lexical competence includes the following aspects： the ability to recall the words which are similar to the target words in spelling and pronunciation; the ability to recall the synonyms of the target words; the ability to recall the antonyms of the target words; and the ability to recall the related words which come together with the target words in a context. Meanwhile it advances some strategies to develop the corresponding competence.

The Study of Mechanism of Language Acquisition

From the perspective of the poverty of stimulus argument and the cognitive development theory, this paper attempts to reveal the mechanism of language acquisition. The poverty of stimulus argument theoretically proves the hypothesis that based on their finite linguistic experience, children can construct their complete language knowledge system. Language acquisition is the process of acquisition of core grammar and of mental representation of vocabulary. Parameter values must be set in the process of children＇s core grammar acquisition. Vocabulary of natural language is stored and processed in the form of conceptual representation, which is associated with syntactic structures by projection rules and bounded by various well-formed rules. The cognitive development theory claims that language acquisition is a development process of universal grammar into particular grammar, which is redescribed at a higher level.

On the vocabulary acquisition theories and vocabulary teaching of foreign languages

As one of the important phases of language acquisition process, vocabulary acquisition has great impact on one＇s language competence and communication competence. However, there are still some problems in students＇ vocabulary acquisition. This paper first discusses the current problems in vocabulary teaching, and then analyzes some laws in vocabulary acquisition, and at last it discusses the advantages of making use of Internet in vocabulary teaching, which aims to find a possible solution to the problems.

Promotion of interaction in cooperative learning task

How to promote interaction in cooperative learning tasks is discussed from a theoretical perspective in order to maximize the benefits of cooperative learning. A classroom instructional model is presented and examined to illustrate how successful and effective interaction is carried out to create the optimal conditions for second language acquisition.

A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks

The present study employed a quantitative and network approach to detect alignment effects in second language(L2) continuation tasks designed on the xu-argument(Wang, 2016). The materials used in this study were 6 sub-corpora consisting of two selected input stories and two groups of L2 written production based on two continuation tasks. During continuation, the participants were required to continue in English a story with its ending removed, with one group reading and continuing the Chinese version and the other group the English version, and then switching their roles in the two tasks. Results show that the alignment effect differs across the two versions of continuation. Specifically, compared with the Chinese-version continuation, L2 learners produced more use of unigrams and bigrams similar to the input story in terms of lexical items, frequency and ranking correlations in the English-version task;on the other hand, the English-version continuation can facilitate generating linguistic networks that are much closer to the native English networks. Moreover, this research corroborates that written production in L2 continuation tasks can be influenced by input content.

Making full use of action research in EFLT

Since 1970s, action research is well claimed in education. This article tries to give a brief introduction of some major relevant information about action research, and then it explores the significance of adopting action research in EFLT. Moreover, it proposes a possible way, namely collaborative action research in EFLT.

Incidental L2 Vocabulary Acquisition and Reading:Concerns,Progresses and Future Directions

There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary.This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks,possible explanatory variables mediating incidental vocabulary learning,and tasks targeted at enhancing incidental lexical growth.In line with analyses of findings yielded from an impressive number of illuminating studies conducted,this article calls for a diversification of efforts in relation to multi-word lexical items,multi-modal e-learning technologies,and insights from neuroscience that may warrant more scholarly attention.These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.

Goal for language instruction： EFL learners＇ interlanguage

The goal of language instruction for EFL （English as a Foreign Language） learners has always been a hot topic in SLA （Second Language Acquisition）. First, Alan Davies＇s view to regard native speaker＇s proficiency as the goal of both L2 and EFL learners is retorted. And then another complete and realistic goal for EFL learners, that is, understandable and acceptable interlanguage of EFL learners themselves is sought out. Furthermore, the four characteristics of EFL learners＇ IL are to be summarized. Finally, one needs to notice the fact that interlanguage is dynamic and has a close relation to SLA and EFL study.

Effects of interlingual strategies on L2 vocabulary teaching

Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.

Developing students＇ cultural awareness through foreign language teaching

We live in an age of changes. And these changes in science, technology, economy, political systems, and immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. The levels of students＇ cultural awareness toward the target language （English） have a profound influence on the foreign language teaching （English） practice and performance. Obviously linguistic knowledge alone is not enough to secure successful interactions with native speakers in cross cultural communications. Cultural mistakes are worse than linguistic ones because they tend to cause misjudgments, or ill feelings between native and foreign speakers. Therefore, this paper mainly discusses the relationship between culture and language, explaining cultural awareness, providing some principles of cultural knowledge teaching and some techniques to develop students＇ cultural awareness through foreign language （English） teaching in high schools.

Workshop on how to create a learner-centered classroom

Based on the literature review on learner-centered classroom, this essay is to explore now to create a learner-centered classroom in Chinese context so as to design a workshop for those teaching professionals all over China to create a learner-centered classroom. The workshop conducted mainly focuses on what is a learner-centered classroom, why and how to create a learner-centered classroom, meanwhile, it aims at helping the participants work out a practical framework which can be eventually put to their everyday teaching.

Seasonal Prediction Assessment of the South Asian Summer Monsoon: ENSEMBLES versus DEMETER

The seasonal forecasting skill with respect to the South Asian summer monsoon(SASM) was compared between the European Commission FP7 project(ENSEMBLES) and the Development of a European Multimodel Ensemble System for Seasonal to Interannual Prediction project(DEMETER). The Webster-Yang index(WYI) was chosen to represent the intensity of the SASM. First, the authors compared the ability to forecast the zonal wind at 850 h Pa(U850) and 200 h Pa(U200) between ENSEMBLES and DEMETER models. The results indicated that the models from the European Centre for Medium-Range Weather Forecasts, International Organization(ECMWF) and UK Met Office(UKMO) in ENSEMBLES possess greater skill in seasonally forecasting the JJA(June, July, and August) U850, U200, and U850 minus U200 than in DEMETER. Compared to in DEMETER, the JJA U200 and U850 minus U200 forecasting skill was greater for the model from MétéoFrance(MF) in ENSEMBLES over most of the SASM region. The three coupled models(ECMWF, MF, and UKMO), especially the UKMO model in ENSEMBLES, all demonstrated improved skill in their seasonal forecasts compared to in DEMETER with respect to the interannual variability of the SASM. The three ENSEMBLES models also showed better ability in forecasting the sea surface temperature anomalies(SSTAs) over the eastern equatorial Pacific and North Indian Ocean, and more accurately reproduced the large-scale atmospheric circulation and precipitation over northern India, which are related to the SASM. It seems that the couple between the atmospheric system and external forcing of ENSMBLES over Indian Ocean and Pacific is better than that of DEMETER.

Negative effect of instruction on L2 learners＇ pragmatic development

The present paper discusses three major sources of negative effect of classroom instruction on L2 learners＇ pragmatic development： inadequate or inappropriate metapragmatic input, non-authentic classroom discourse and grammar-oriented pedagogy, then proposes some pedagogical suggestions on developing pragmatic competence.

Perceptions of Chinese College Students＇ Motivations for Learning Oral English

This paper explores Chinese college students＇ motivation for learning oral English, which is normally considered as an important factor contributing to learners＇ speaking proficiency in Second Language Learning. The theoretical studies on motivation in Second Language Learning are firstly reviewed. Based on the literature review, Chinese college students＇ motivation in oral English learning is examined in terms of the Chinese context. Finally, five specific helpful strategies are put forward to facilitate students＇ optimal oral English learning.

Intensifier-Verb Collocations in Academic English by Chinese Learners Compared to Native-Speaker Students

It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English(BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers(MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners(TECCL).Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly,well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates.

The Fuzziness Principles of Language Teaching and Its Applications in Second Language Learning

Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide language teaching, which are the principle of tolerance ambiguity and the principle of active selection. And teachers should try to cultivate the students＇ cognitive learning style of inference, guessing, and association. In this way the students＇ communicative competence of using L2 will be improved.