The new curriculum standard points out that affection is one of the most important goals of fundamental education. The non-target language environment is easier to cause the affective change of middle school students ...The new curriculum standard points out that affection is one of the most important goals of fundamental education. The non-target language environment is easier to cause the affective change of middle school students who are changeable in their affective state. Based on the affective filter hypothesis, this paper deals with the adjustment to affective factors in English learning by using Internet English Curriculum Resource, such as attitude and motivation, anxiety and inhibition, self-esteem and self-confidence. At last, some suggestions are offered to judge Internet English Curriculum Resource.展开更多
This study attempted to identify the characteristics of collocations and determine the existence of a relationship between collocations and coherence in writing by Chinese students. This study produced the following r...This study attempted to identify the characteristics of collocations and determine the existence of a relationship between collocations and coherence in writing by Chinese students. This study produced the following results： （1） Common mistaken collocations are seen in the writings by Chinese non-English and English majors; specifically, both English majors and non-English majors made more lexical collocational mistakes than grammatical collocational mistakes in terms of the total number of mistakes and in the type of mistaken collocations; （2） No evident relationship between the correct usage of collocations and coherence is found in the writings of non-English majors as compared to that of English majors. Thus, we can conclude that with the development of skills with the English language, the relationship between the correct use of collocations and coherence becomes increasingly stronger.展开更多
While academic resilience has been a hot topic in positive psychology,there is still scope for researchers to explore it in the field of applied linguistics.Drawing on the framework of L2(second language) learners’ r...While academic resilience has been a hot topic in positive psychology,there is still scope for researchers to explore it in the field of applied linguistics.Drawing on the framework of L2(second language) learners’ resilience proposed by T.Y.Kim and Y.K.Kim(2017),the current study aims to examine senior high school students’ English academic resilience(EAR) and its relationship to their English achievement(EA).This study comprises a survey of 454 senior high school students.Follow-up interviews were carried out to triangulate the quantitative findings.The descriptive results demonstrate that students’ EAR is above the average,and its five subscales obtain medium to medium-higher levels due to the mean scores.It shows that students have good EAR that enables them to deal with academic adversity.The correlational analysis shows a low positive correlation between EAR and EA in general,and the subscales share medium to low correlations with students’ EA.EAR has a certain influence on EA,but the correlation may be influenced by other learner variables.Based on the results,suggestions on improving students’ EAR are provided.展开更多
This paper explores agency fluctuations and identity transformations in Chinese English-majors and how they are related to the process of English learning. By tracing a group of students for four years in a Chinese un...This paper explores agency fluctuations and identity transformations in Chinese English-majors and how they are related to the process of English learning. By tracing a group of students for four years in a Chinese university and conducting qualitative analyses to their oral narrations of learning experiences at different periods, the study has found that most participants started and ended their university life at relatively high levels of agency, with inevitable ups and downs in between. Agency fluctuations in the learners are the result of their identity positioning and repositioning within a complex and ever-changing context. Concordant or conflicting identities may co-exist within an individual learner and keep changing across different situations. Learner identities will cause increase or reduction in their investment in English learning, while their learning experience will in turn reinforce or undermine their identities. The study sheds light on the intricate relationships between agency, identity and language learning and therefore has important implications for English learning and teaching in China.展开更多
文摘The new curriculum standard points out that affection is one of the most important goals of fundamental education. The non-target language environment is easier to cause the affective change of middle school students who are changeable in their affective state. Based on the affective filter hypothesis, this paper deals with the adjustment to affective factors in English learning by using Internet English Curriculum Resource, such as attitude and motivation, anxiety and inhibition, self-esteem and self-confidence. At last, some suggestions are offered to judge Internet English Curriculum Resource.
文摘This study attempted to identify the characteristics of collocations and determine the existence of a relationship between collocations and coherence in writing by Chinese students. This study produced the following results： （1） Common mistaken collocations are seen in the writings by Chinese non-English and English majors; specifically, both English majors and non-English majors made more lexical collocational mistakes than grammatical collocational mistakes in terms of the total number of mistakes and in the type of mistaken collocations; （2） No evident relationship between the correct usage of collocations and coherence is found in the writings of non-English majors as compared to that of English majors. Thus, we can conclude that with the development of skills with the English language, the relationship between the correct use of collocations and coherence becomes increasingly stronger.
文摘While academic resilience has been a hot topic in positive psychology,there is still scope for researchers to explore it in the field of applied linguistics.Drawing on the framework of L2(second language) learners’ resilience proposed by T.Y.Kim and Y.K.Kim(2017),the current study aims to examine senior high school students’ English academic resilience(EAR) and its relationship to their English achievement(EA).This study comprises a survey of 454 senior high school students.Follow-up interviews were carried out to triangulate the quantitative findings.The descriptive results demonstrate that students’ EAR is above the average,and its five subscales obtain medium to medium-higher levels due to the mean scores.It shows that students have good EAR that enables them to deal with academic adversity.The correlational analysis shows a low positive correlation between EAR and EA in general,and the subscales share medium to low correlations with students’ EA.EAR has a certain influence on EA,but the correlation may be influenced by other learner variables.Based on the results,suggestions on improving students’ EAR are provided.
文摘This paper explores agency fluctuations and identity transformations in Chinese English-majors and how they are related to the process of English learning. By tracing a group of students for four years in a Chinese university and conducting qualitative analyses to their oral narrations of learning experiences at different periods, the study has found that most participants started and ended their university life at relatively high levels of agency, with inevitable ups and downs in between. Agency fluctuations in the learners are the result of their identity positioning and repositioning within a complex and ever-changing context. Concordant or conflicting identities may co-exist within an individual learner and keep changing across different situations. Learner identities will cause increase or reduction in their investment in English learning, while their learning experience will in turn reinforce or undermine their identities. The study sheds light on the intricate relationships between agency, identity and language learning and therefore has important implications for English learning and teaching in China.
